Grade Level:
Subject:
LESSON TITLE:
Time Frame:
CORE MESSAGE:
3
English
Respect for Individual Differences
Two sessions
A society is made up of different individuals who are all equal . We need to
respect each other despite our differences.
LEARNING COMPETENCIES
READING 11. What have happened before or after events in the story
LISTENING 7: Sequence events in the story heard
STAGE I - DESIRED RESULTS
ESTABLISHED GOAL
Students demonstrate understanding of the importance of respecting each other despite differences.
ENDURING UNDERSTANDING
ESSENTIAL QUESTIONS
Students will understand that . . .
1.
2.
We, human beings are similar but are also different
in many aspects
3.
How are people similar and different?
Why should we understand how we differ from other
people?
Why is respect essential to our relationships with
people?
LESSON OBJECTIVES
Skills
Knowledge
Students will know . . .
1. The correct sequence of events in a story
2. The importance of respecting people’s
differences
Students will be able to . . .
1. Infer what happened before/after an event from
what is read/observed
2. Sequence events in a story heard/read as to time
order
3. Explain why there is a need to respect each other
despite individual differences
STAGE II - ASSESSMENT EVIDENCE
PERFORMANCE TASK
OTHER EVIDENCE
The teacher gives the following activity to the
pupils:
The pupils read the short selection below. Then, they
answer the questions after it. They write only the
letters of the answers in their Answer Sheet.
Think about your close friend. Fill in the
blanks of this information sheet about your
Kaila and Rio are neighbors and they are
177
friend and you. Show your similarities and
differences. Complete the sentences below.
My friend is ________________________.
We are similar. We both____________________
We are also different. _________________.
Even if we are different, we feel _________.
We respect each other.
close friends. Both girls are intelligent.
When they were in Grade 2, Kaila was the
outstanding pupil in her class. Rio was also an
outstanding pupil in another class.
This year, Kaila and Rio became
classmates. Although both girls are bright
pupils, the teacher noticed they differ in
many ways. Kaila is neat and orderly in her
work. The things in her school bag are always
properly arranged.
Rio is the opposite. She puts wrappers
of food she eats in her school bag together
with her books and notebooks.
A week before the school year ended,
the most outstanding pupil for Grade 3 was
announced. That afternoon, Rio went home
with very red eyes.
Questions:
1. Who do you think became the most outstanding
pupil for Grade 3?
a. Rio
b. Kaila
c. Another pupil
2. Who do you think will try harder next school year?
a. Rio
b. Kaila
c. Another pupil
3. Why was Rio’s eyes red?
a. She has sore eyes.
b. She cried and cried.
c. She had a fight with her friend.
The pupils arrange the following sentences in proper order.
They write only the letters of the sentences in their Answer
Sheet.
a. The teacher saw how different the two girls were.
b. The two girls became classmates in Grade 4.
c. The two girls were both outstanding pupils in Grade 3
(Answers: (1) b (2) a (3) b; c,b,a)
STAGE III - LEARNING PLAN
PROCEDURE AND ACTIVITIES
A. MOTIVATION
Show and then discuss a picture of children in Muslim attire. Ask the pupils the following
questions:
178
Have you seen children wearing this kind of clothes? What can you say about them?
B. PRESENTATION
Unlocking of Difficulties through pictures , gestures, or context clues:
1.
2.
3.
Mosque – (show the picture) the place of worship of Muslims; similar to the
church of Christians
The boy ___________(patted) the head of his pet dog.
a. slapped suddenly
b. tapped gently with open hand
c. struck or hit strongly
d. punched rapidly
She lives in a ___________ (neighborhood) near the church.
a. People living near one another
b. A set of points surrounding a point
c. Approximate amount of range
d. A district or area
Write the title of the story on the board. Then ask the students:
Based on the title of the story, what would you like to know?
(Sample answers:
Why are we different? Why is the title “How different is different?” How do people differ?)
Giving of Motive Questions
Show the pupils the title of the selection. Lead the pupils to formulate the motive question.
If the pupils cannot do this, the teacher can provide the motive question:
How do people differ?
During Reading
The teacher tells the pupils: As you read with me, you will be asked from time to time to stop,
to infer what will happen next. When you make infe rences, you have to think carefully about
what we are reading. Your guess might not be exactly what happens in the story but they
should make sense.
Active Reading
The teacher reads while the pupils follow silently.
Read the first two paragraphs, then a sk the children to stop and then ask the pupil:
What do you think will happen next?
Continue reading the next two paragraphs. Then ask the pupils:
How does the mosque look? What is done in the mosque?
Continue reading the next three paragraphs then ask the pupils:
What do you think did Manuel’s mother and Mrs. Rial talk about?
Read the next three paragraphs then ask the pupils:
179
What do you think happened next?
Read the next five paragraphs then ask the pupils:
What will Manuel see at home?
How did he feel with what he saw?
Read the succeeding four paragraphs then ask the pupils:
What did Manuel realize after always talking with the Imam?
What do you think will Manuel do?
Read the remaining paragraphs continuously.
C.
DISCUSSION
Post Reading
Let the pupils answer the following motive questions:
1.
2.
3.
4.
5.
6.
What is the title of the selection?
Who are the main characters? Describe each.
Why does Manuel’s mother disapprove of his friendship with Nuradin?
What did the other families in the neighborhood do?
Compare Nuradin and Manuel. How are they similar? How do they differ?
If you were Manuel, how would you feel if you moved out of the neighborhood?
Why?
7. How would you feel if your parents did not like your best friend? What would you
do about it?
8. What did Manuel’s parents think about the changes in the neighborhood?
9. Why do you think did the authors write this selection?
10. How did the authors make the story interesting?
11. How can you show respect for individuals who a re different from you?
12. Do you think Manuel’s parents are right for wanting to separate Manuel from
Nuradin? Why?
13. What can you say about people who cannot accept/respect the beliefs of other
people?
SESSION 2
Engagement Activities:
Activity 1: Group Work
Give each group an activity card with this table/grid. The pupils identify who said the direct
quotation listed. Put a check mark in the proper column.
180
Who is Talking?
“I want to move out. Manuel has
become friends with Nuradin.”
“But my friends are here.”
Manuel
Father
Mother
“I got a better job in the city. We will
have a bigger house.”
“Manuel, these people are different
from us. They believe in another god.
We cannot live among them.”
“You will go to a bigger school. There
will be more boys your age.”
Activity 2: Group Work
Each group is given an envelop containing a broad sheet and the strips of cartolina.
The pupils sequence the following sentences according to time order. Paste/glue each strip to
the board sheet/newspaper.
1.
So Manuel met the Imam who answered his questions about differences in religion.
Manuel returned to the place where his family used to live. Manuel and Nuradin met
again.
2.
Manuel’s family lived in a nice neighborhood. Nuradin ’s family, whose religion is
Islam, moved into the place. Other Muslim families moved in too.
3.
But Mother didn’t like Manuel’s being friends with Nuradin. Two families moved out of the
place. Manuel’s family moved out to live in the city.
4.
Soon, a mosque with a loud bell was built in the neighborhood.
(Answers: 2, 4, 3, 1)
Presentation of Group work. After the presentation ask the pupils the question:
Who were able to finish first?
Why were you able to finish your work faster?
D. GENERALIZATION
Let the pupils describe the members of the class.
Say: Our class is a form of society.
Ask: What can you say regarding each one of you?
Is it possible for two people to become friends even if they are very different from one
another?
How should they treat each other’s difference?
(Expected answer: They should respect each other and the differences of each one.)
181
E.
APPLICATION
The pupils do the activity below:
In what ways are you and your friends different? How should you tre at each other?
Can your friend and you be different and similar at the same time? Explain your
answer.
Identify ways by which we can show respect for each other’s differences. Use the
graphic Organizer below. Put the similarities in the middle and the di fferences in the
wider parts of the circle.
Similarities
F.
ASSIGNMENT
Ask the pupils to write a short summary of the selection/text with the help of the chart each
group prepared in the first activity. Remind them of the mechanics of writing: indention,
capitalization and proper punctuation marks.
References
Paterno, E. and Quinton, T.How Different is Different?, In Our World of Reading, Going
Places, Book 2, Anvil Publishing, pp. 157 -164
Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept Paper for the
Public Education on the Rule of Law Advancement and Support (PERLAS). Manila. LIBERTAS Project.
Civil Code of the Philippines, Arts. 19 and 26
1987 Constitution of the Philippines, Article III, Bill of Rights, Sec. 5
Miranda, B. 2008. English for You and Me 3. Manila: Book Wise Publishing House, Inc. pp. 61.
The Shiekh Karimul Makhdum mosque in Simunul, Tawi-Tawi, Philippines.
Source: http://newsletter.beam.org.ph/access/sheikh-karimul-makhdum-mosque-628-years-of-islamic-legacy/
Muslim boys
http://listverse.com/2009/07/10/top-10-misconceptions-about-islam/
Muslim girls, Davao, Philippines
Source: http://www.flickr.com/photos/_ari/470014791/
Materials
Photo copies of the selection (one for each pupil), old newspaper/broadsheets, glue or paste, picture
of a mosque, picture of children in Muslim attire, strips of cartolina with sentences to be sequenced
182
Rubric
Criteria
Evaluation Chart
Very Good
(10 pts)
Good
(7-9 pts)
Satisfactory
(4-6 pts)
Poor
(0-3 pts)
1.
The information sheet is about the
similarities and differences between
the close friends.
2. The similarities and differences
pertain to their characteristics
Total
Final Mark
183
APPENDICES
The Shiekh Karimul Makhdum mosque in Simunul, Tawi-Tawi, Philippines.
Source: http://newsletter.beam.org.ph/access/sheikh-karimul-makhdum-mosque-628-years-of-islamiclegacy/
Muslim boys
http://listverse.com/2009/07/10/top-10-misconceptions-about-islam/
184
Muslim girls, Davao, Philippines
Source: http://www.flickr.com/photos/_ari/470014791/
185
Civil Code of the Philippines, Arts. 19 and 26
ARTICLE 19.
Every person must, in the exercise of his rights and in the performance of his duties, act with
justice, give everyone his due, and observe honesty and good faith.
1987 Constitution of the Philippines, Article III, Bill of Rights, Sec. 5
Section 5. No law shall be made respecting an establishment of religion, or prohibiting the free exercise thereof.
The free exercise and enjoyment of religious profession and worship, without discrimination or preference, shall
forever be allowed. No religious test shall be required for the exercise of civil or political rights.
How Different is Different?
Ma. Elena Paterno & Thea Quintos
The street was full of laughing voices. There were children running, a mix-up of hair and skirts and shirts
flying everywhere. They were playing tag.
Manuel watched the children. He knew of them, but their faces were new to him. He looked
around. Nothing had changed since he left the neighborhood two years ago. He looked at his old
house. It looked the same, only it was painted a different color.
Manuel peeped at the door of the house next door. That was Nuradin’s house. He
remembered when Nuradin’s family first moved in. He was so excited then, because he would have
someone to play with.
Then Nuradin’s cousins came. Other Muslim families moved into th e neighborhood. Soon
there were so many Muslims that they built a mosque.
The mosque was big. It was even bigger than the Catholic church that Manuel and his family
visited on Sundays. The bell at the mosque rang five times a day. Nuradin told him that th e bell called
the Muslims to prayer.
But other people did not like the bell. They did not like the mosque or the Muslims.
Once, Manuel heard his mother talking to Mrs. Rial.
“I want to move out. Manuel has become good friends with Nuradin,” his mother s aid.
“Yes, they are always together. Nuradin seems like a nice boy,” Mrs. Rial said.
“Ay, basta! I don’t want my son to grow up with any strange ideas,” his mother said. Manuel
did not want to hear any more, so he went inside his house.
Two families moved out of the neighborhood. Then one day, Manuel’s father told him that
they were also moving out. “But why, Papa?” Manuel asked.
“I got a better job in the city. We will have a bigger house,” his father told him.
“Manuel, these people are different from us. They do things differently. They believe in
another god. We cannot live among them,” his mother said. She was already beginning to pack.
His father patted his head. “You will go to a bigger school. There will be more boys your age.”
“But my friends are here!” Manuel shouted. Then he ran to Nuradin’s house. He talked to
Nuradin for a long time. He did not want to go home, but Nuradin’s mother made him.
When Manuel got home, he went straight to his room. He did not greet his parents. His room
was full of boxes. All his toys were in the boxes. He kicked one of the boxes because he was so angry.
But Manuel knew he had to go. He promised Nuradin that he would come back to visit.
Nuradin promised that he would never forget him.
In the city, Manuel asked many questions. He tried to find out about the Muslim religion. He
became friends with an Imam in his school. The priest told him many things.
It was true that Muslims were different from Catholics. They prayed five times a day. They did
not eat pork. They went to the mosque on Fridays. Manuel asked many questions, and the Imam
answered most of them. The most important thing he learned was that even if Muslims were different,
186
they were really the same as Catholics. They believed in a god. They prayed. The y had a holy book. The
words were different, the priest said, but they prayed for the same things.
As Manuel watched the children playing, he knew the Imam was right. They were children, like
him. They played and ate and went to school. They even played t he same games!
“Manuel!” somebody called. He turned, and saw Nuradin running to him. Nuradin had grown
taller, like him. Manuel laughed. Nuradin laughed also. And Manuel knew that even if they were
different in some ways, they were the same in others. And they were friends.
(Source: Paterno, E. & Quintos, T. “How Different is Different”. In Our World of Reading, Going Places. Bk. 2
Manila: Anvil Publishing, Inc.)
187
188
Grade Level:
Subject:
Lesson Title:
Time frame:
Core Message:
3
English
Fairness is the Foundation of a Harmonious Society
1 session
Fairness is essential in creating a harmonious society.
English Learning Competencies
READING 6: Note explicit and implied details from a story read
SPEAKING 9: Use the positive, comparative and superlative forms of adjectives
STAGE 1- DESIRED RESULTS
ESTABLISHED GOAL
The students must realize the importance of fairness in establishing harmony and peace and order.
ESSENTIAL UNDERSTANDING
ESSENTIAL QUESTION
By treating others fairly, we contribute to a
harmonious and peaceful society.
What does it mean to be greedy? Can you cite
occasions when people were greedy? What about
generosity, how do you show generosity especially
those who have less compared to you?
LEARNERS WILL KNOW
1. Define society
2. Define fairness
3. Identify ways of practicing fairness when
dealing with family members
EARNERS WILL BE ABLE TO
1. Write a sentence using the positive and
comparative forms of adjectives
STAGE II ASSESSMENT EVIDENCE
PRODUCT OR PERFORMANCE TASK
EVIDENCE AT THE LEVEL OF PERFORMANCE:
Pupils identify things inside the room and use it in a
sentence using adjectives in positive and
comparative form
The learners identify things inside the room and used it
in a sentence
Using adjectives in positive and comparative form
following these criteria:
 identified 5 things inside the classroom
 used all words in a sentence
 used positive and comparative forms of
adjective
 used appropriate adjectives
189
STAGE 3: LEARNING ACTIVITIES
A. EXPLORE
1.
Show pictures of two bears who are arguing. Then ask the pupils:
a. What does the picture show?
b. Does this also happen between you and your brothers/sisters?
c. In case you argue, how do you end your argument?
B. FIRM-UP
1.
The teacher shows the title to the pupils and asks them the question:
What do you think will the story be about?
2. The teacher asks the pupils to read the story silently.
3. After giving the students enough time to read the story, the teacher presents the words below.
4. Ask the students to define the words encountered in the story. (The answers are the numbers in
parentheses)
Pot-bellied
Stalked away
Peeked out
Journey
(4)
(5)
(3)
(9)
burst
crumbs
stomach
appetite
(7)
(2)
argued
flicked
cubs
(6)
(1)
(8)
(10)
_____1. moved in sudden motion
_____2. tiny Particles
_____3. became suddenly seen
_____4. very big stomach
_____5. walked in a proud manner
_____6. gave reasons against something in a loud voice
_____7. exploded
_____8. young bears
_____9. travel
_____10. desire for food
C.
DEEPEN
Give the pupils the following instructios:
1. Ask any of your classmate about the story that starts with what, who, and where questions? Clarify
from them about the many details in the story? Example,
a. Where did the two bear cubs go?
b. Who offered to help them?
c. What did the fox do when he saw the bears?
d. What was the dispute all about?
2. Let’s go back again to the story? What is an adjective? When is an adjective in the positive degree? In
the comparative degree?
3. Give examples of adjectives used in the story.
The fox laughed out loud.
The cheese is big.
190
D. TRANSFER
1. Ask the pupils to name five (5) objects you see in the classroom. Ex, bag, blackboard, table, umbrella,
book.
2. Then, ask them to use them in a sentence using adjectives to describe the object. Teacher’s drill them
first, then asks the pupils to give examples on their own
Liza’s bag is big. The teacher’s bag is bigger.
Myra’s hair is long. Ana’s hair is longer.
E.
Generalizaton:
1. The teacher guides the pupils in making a statement guided by the following questions:
a. Why is it important to share to others whatever we have?
b. What actions show that one is greedy?
c. Does it always happen that we have to give things equally? Or are there instances when others
need more than the rest? Ex. A sick person
F.
Evaluation
1.
The pupils fill in the blanks with the correct form of adjective in each of the sentence.
a. Edna is _____ (kind) to the beggar than her friend.
b. Liza uses _____(soft) voice in class than Mina.
c. Luis is _____ (quick) in answering questions today than yesterday.
d. Manny is _____ (fast) to offer help when needed compared to others.
e. Rina is _____ (simple) in her ways than other girls I know.
Materials:
Photo copies of the selection The Two Greedy Bears; pictures illustrating pot -bellied bears and
frog peeking out; picture of two bears arguing
Rubric – Using Positive and Comparative Form of Adjective
Criteria
a. Identified things inside
the classroom
4
Were able to
identify 5 objects
3
Were able to
identify 4 objects
2
Were able to
identify 3 objects
b. Used all words in a
sentence
Were able to use
5 words in a
sentence
Were able to use
both positive
and comparative
forms in 5
sentences
Were able to use 4
words in a
sentence
Were able to use
both positive and
comparative forms
in 4 sentences
Were able to use 3
words in a
sentence
Were able to use
both positive and
comparative forms
in 3 sentences
Used 1
inappropriate
adjective
Used 2
inappropriate
adjectives
Used 3
inappropriate
adjectives
c. Used positive and
comparative forms of
adjective
d. Used appropriate
adjectives
1
Were able to
identify 1- 2
objects
Were able to
use 1 -2 words
in a sentence
Were able to
use both
positive and
comparative
forms in 1 – 2
sentences
Used 4
inappropriate
adjectives
191
Grade Level:
Subject:
LESSON TITLE:
Time Frame:
CORE MESSAGE:
3
English
Fulfilling One’s Obligations
Two Sessions
It is important to fulfill one’s obligations.
LEARNING COMPETENCIES:
LISTENING 9: Infer traits of characters based on what they do or say in a story listened to
WRITING 4: Copy paragraph with four to five sentences, observe indention, capitalization and
punctuation
STAGE I - DESIRED RESULTS
ESTABLISHED GOAL
Students demonstrate understanding of the importance of fulfilling one’s obligations.
ENDURING UNDERSTANDING
ESSENTIAL QUESTIONS
Students will understand that . . .
Children have obligations to fulfill.
1.
2.
3.
Do children have obligations?
Why should they fulfill obligations?
What happens when they don’t fulfill their
obligations?
LESSON OBJECTIVES
Skills
Knowledge
Students will be able to . . .
Students will know . . .
1.
1.
2.
That obligations made should be fulfilled.
Paragraphs should be written with the correct
indention, capitalization and punctuation
Identify traits of characters based on a
story
2. Copy a paragraph with five to six
sentences observing correct indention,
capitalization and punctuation
3. Dramatize given situations that show
compliance with obligation or fulfilling
responsibility
4. Understand the importance of fulfilling
one’s obligations
192
STAGE II - ASSESSMENT EVIDENCE
PERFORMANCE TASK
OTHER EVIDENCE
The teacher lets the children to make Ruben’s
Obligation Chart. Provide each group with an
enlarged copy of this organizer.
The pupils read each statement uttered by a
character below. Then they choose from the
words below the one that describes the
person based on the sentence read.
RUBEN’S OBLIGATION CHART
1.
“Oh, you poor child! Come and let me
treat your cuts,” Mr. Reyes told the boy.
a. kindness
c. hopefulness
b. happiness
d. sincerity
2.
“That’s nothing! I can get a higher score
in our test,” Pete said loudly.
a. shyness
c. boastfulness
b. enviousness
d. willingness
3.
“No, don’t come near me!” Lino said,
trembling.
a. pride
c. fearful
b. happiness
d. indifferent
4.
“That boy of mine will go places. Imagine
topping the examination in his grade.”
a. pride
c. hatred
b. shame
d. unmindful
5.
Ana woke up early. She told mother that
she will clean the house and yard so
mother can do other household chores.
a. cheerful
c. helpful
b. obedient
d. fearful
Do I have to?
RUBEN
To Aunt
Harriet
MY OBLIGATION
To Father
and
Mother
To my sister
Copying a Paragraph
The pupils copy the paragraph below. Remind
them to observe correct indention,
capitalization, and punctuation marks.
Ruben is a boy who always forgets his
obligations he got a package from his aunt
but forgot to thank her he borrowed crayons
from his sister but he forgot to return them
he ruined their neighbor’s rosebush but did
not tell the truth however he later learned
that doing one’s obligation is the right thing
to do
(Answers: (1) a (2) c (3) c (4) a (5) c)
Answers:
Ruben is a boy who always forgets his
obligations. He got a package from his aunt
but forgot to thank her. He borrowed crayons
from his sister, but he forgot to return them.
He ruined their neighbor’s rosebush but could
not tell the truth. However, he later learned
that doing one’s obligation is the right thing
to do.
Use the Evaluation Chart for assessment
193
STAGE III - LEARNING PLAN
PROCEDURE AND ACTIVITIES
G. MOTIVATION
What’s the Word?
Divide the class into small groups with 6 to 8 members each.
The teacher says to the pupils:
I’m looking for a word; help me find the word by
using the clues on the board. Avoid making too much noise while having your group
work.










It looks like a wheel
Second letter of the alphabet
A right angle
Standing line
In gold and sing
Like an Indian tent
A sleeping short line on top of a standing line
Tall and straight
A circle
Two standing lines connected by a slanting line
The answer: OBLIGATION
Tell the pupils that they have obligations as a son/daughter, brother/sister, friend,
pupil, classmate, and member of the community.
Explain to them what obligation means.
The teacher asks the pupils to think of a simpler word that h as the same meaning as
obligation
(Answers: duty / responsibility)
H. PRESENTATION
Unlocking of Difficulties
The pupils choose the letter of the correct meaning of the underlined word in each
number.
1.
The child groaned when his mother told him to help clean the yard.
a. made a prolonged sound of displeasure
b. made a happy sound
c. made a sound of irritation
2.
What happened to him? Mother screeched.
194
a.
b.
c.
made a soft cry
made a high-pitched cry
made a lonely cry
The pupils give the meaning of the words t hrough a variety of ways:
3.
Lawnmower – (show the illustration of a boy cutting grass using a lawn mower.
Point to the lawn mower)
4.
Basement – (let the pupils arrange the jumbled letter using the configuration
clue.)
taseebmn
The lowest storey of a building found below the ground level is the
5.
Snapped – (develop this through demonstration by breaking a twig)
During Reading Activity
Tell the pupils that they will listen to a story. Recall some tips for listening. To make story
telling more meaningful, the teacher may use pictures/improvised TV or stick puppets
while narrating the story “Do I Have To?”
I.
DISCUSSION
Discuss the
1.
2.
3.
4.
5.
6.
7.
8.
following questions:
Who are the characters in the story?
Who is the main character?
Who sent Ruben the package?
What did mother ask him to do?
Why did Sandy not want to lend Ruben her crayons?
What happened to Ms. Fraser’s Rosebush?
Did Ruben learn his lesson from his experience? Explain your answer.
Based on what the different characters did and said, give the character traits of each. Be
ready to give reasons for your answer.
a.
b.
c.
d.
e.
f.
Ruben
Father
Mother
Aunt Harriet
Sandy
Ms. Fraser
195
Choose the traits from the Box of Traits
Box of Traits
kind wise
organized
artistic
carefree
boastful
J.
honest fair
thoughtful
industrious
good-mannered
lazy
GENERALIZATION
The teacher guides the pupils to make a statement ab out obligation guided by the
questions below:
Is it important that we fulfill our obligations to other people? Why?
K. APPLICATION
Divide the class into four groups. Ask the leader of each group to randomly pick a
piece of rolled paper with situations written on it. Each group has to dramatize its
chosen situation, showing the obligation or responsibility
Situations
You saw a wallet in the comfort room or restroom in school. When
you opened it, you saw the name of the owner. What should you do?
During an exam, you saw a classmate copying from another classmate. What
should you do?
You accidentally hit a classmate while playing. What should you do?
You observed that your younger brother is having a hard time tying
his shoelaces. What should you do?
196
L.
ASSIGNMENT
The pupils write a journal entry on acts they have done to fulfill an obligation. They mention the
reason why they had to do them, and the character trait they have developed after doing these
things.
References
Quigley, Stacey. 1980. Do I have To? Milwaukee: Raintree Publishers.
Miranda, B. 2008. English for You and Me 3. Manila: Book Wise Publishing House, Inc. pp. 117-119
Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept
Paper for the Public Education on the Rule of Law Advancement and Support (PERLAS). Manila.
LIBERTAS Project.
PD 603 THE CHILD AND YOUTH WELFARE CODE, Art. 4 Responsibilities of the Child
Civil Code, Art. 19
Materials
Clues for each letter of the word OBLIGATION written on the board; chart for vocabulary
building; picture of a person using a lawn mower; a dried twig of a tree; for storytelling -a set
of pictures about the selection/improvised TV/or stick puppets; photocopy of graphic
organizer
Rubric
Criteria
Evaluation Chart
Very Good
(10 pts)
Good
(7-9 pts)
Satisfactory
(4-6 pts)
Poor
(0-3 pts)
3.
The Obligation Chart is properly filled
out.
4. Ruben’s obligation toward each person
is properly identified.
5. The obligations are based on the story.
6. Correct indention, capitalization,
and punctuation marks are
observed in the paragraph.
Total
Final Mark
197
APPENDICES
Boy using a lawnmower
198
The boy opening a big package with his mother beside him
199
The boy leaving the house holding the spare helmet
200
The boy talking with his sister
201
The sister studying in her room
202
The boy talking with his father in the living room
203
The boy losing hold of the old and heavy lawnmower
204
The lawnmower crashing right into a rosebush
205
The boy sadly walking home
206
PD 603 THE CHILD AND YOUTH WELFARE CODE, Art. 4 Responsibilities of the Child
Art. 4. Responsibilities of the Child. - Every child, regardless of the circumstances of his birth, sex, religion, social
status, political antecedents and other factors shall:
(1) Strive to lead an upright and virtuous life in accordance with the tenets of his religion, the teachings of his
elders and mentors, and the biddings of a clean conscience;
(2) Love, respect and obey his parents, and cooperate with them in the strengthening of the family;
(3) Extend to his brothers and sisters his love, thoughtfulness, and helpfulness, and endeavor with them to keep
the family harmonious and united;
(4) Exert his utmost to develop his potentialities for service, particularly by undergoing a formal education suited
to his abilities, in order that he may become an asset to himself and to society;
(5) Respect not only his elders but also the customs and traditions of our people, the memory of our heroes, the
duly constituted authorities, the laws of our country, and the principles and institutions of democracy;
(6) Participate actively in civic affairs and in the promotion of the general welfare, always bearing in mind that it is
the youth who will eventually be called upon to discharge the responsibility of leadership in shaping the nation's
future; and
(7) Help in the observance of individual human rights, the strengthening of freedom everywhere, the fostering of
cooperation among nations in the pursuit of their common aspirations for programs and prosperity, and the
furtherance of world peace.
Civil Code, Art. 19
ARTICLE 19.
Every person must, in the exercise of his rights and in the performance of his duties, act with
justice, give everyone his due, and observe honesty and good faith.
Do I Have To?
Stacy Quigley
“Ruben!” called his mother. “Hurry up! You got a package in the mail today.” Ruben tumbled
down the stairs. “What is it?” he asked. “Open it and see. I think it’s from Aunt Harriet.”
Ruben tore away the paper and opened the box. “Oh, boy!” he shouted. “A space helmet!”
His mother smiled. “You’ll have to write Aunt Harriet right away and thank her.”
“Do I have to?” Ruben groaned. “I hate writing lette rs.”
“I know, but when someone sends you a present, you should say thank you.”
“Can I do it later?” Ruben asked. “I want to show my friends the helmet.”
Ruben didn’t mean to, but he did forget to write a thank-you letter. There was always
something more important to do, like play ball, watch TV, or do homework.
Weeks went by. One day Ruben received a letter:
207
Dear Ruben,
Did you ever get my package? I think it got
lost in the mail. Please let me know.
Love,
Aunt Harriet
“Uh-oh,” Ruben said to himself. “I guess I’d better write now. Wait—I have a better idea. Maybe I can
draw a picture instead. That’s more fun.”
He rushed into his sister’s room. “Sandy, can I borrow your crayons?”
“Forget it,” said Sandy.
“What do you mean?”
“I let you take my crayons once before, and I never saw them again. Go get your own.”
Ruben tried his father. “Dad, could I have some money for crayons?”
“Didn’t we just buy you some crayons a little while ago?”
“Oh, I lost those. Sandy has some, but she won’t lend them to me.”
“Why?” asked Ruben’s father.
“I don’t know. I guess I forgot to return the ones I borrowed from her before.”
“I’ll tell you what,” his father said. “I think you should earn the money and buy them
yourself.”
“Do I have to?” asked Ruben. “Couldn’t you just—”
“And I know just where you can earn the money,” his father went on. “Ms. Fraser down the
street needs someone to cut her lawn. She’ll pay you enough for the crayons.”
Later that day, Ms. Fraser showed Ruben where her lawn mower was . “Be careful,” she told
him. “I like my yard to look neat.”
The lawn mower was old and heavy. Ruben had to push hard to get it going, and he had to pull
hard to make it stop.
Just as Ruben was about to finish the lawn, the mower slipped out of his hand s.
Crash! It rolled straight into a rosebush. Branches snapped. Flowers scattered. Ruben tried to
pick up as much of the bush as he could. Then he hurried to put the mower away.
Ms. Fraser stepped out onto her porch. “Are you all done?” she called.
“Er, yes, I am,” said Ruben, his face red.
“Good. I’ll go get you a cold drink and your pay.”
Before she went inside, Ms. Fraser took a look around her yard.
“My roses!” she screeched. “What happened?”
Ruben’s face turned redder. “I’m really sorry. I could n’t stop the mower…”
“Weren’t you even going to tell me what happened?”
“I was hoping you wouldn’t notice…”
“Not notice!” she said. “You’d better go home. It’s bad enough that you ruined my flowers.
But trying to hide it was worse.”
Ruben slowly walked home.
“How did the job go?” asked Ruben’s father.
“Terrible,” Ruben explained what had happened. “I just can’t do anything right.”
“That’s not true,” said his father. He dipped a brush into a can and began painting the fence.
“You just found out that it’s better to be honest about your mistakes.”
“But that’s not fair!” Ruben exploded. “I always have to do things I don’t want to do. I have to
write letters, give back crayons, tell people my mistakes… Why do I have to do all that stuff?”
“We all have to do things we don’t like.”
“But why?”
208
“It’s just good manners,” said Ruben’s father. Good manners mean thinking of others, not just
yourself all the time. Sometimes that takes extra work. But in the long run, manners make life easier.”
Ruben watched his father paint for a while. “Well, I still don’t have the money for the
crayons,” he said finally.
His father stood up and pulled their lawn mower out into the yard.
“Want to try again—this time with our lawn?”
“Sure!”
Later that week, Ruben received a phone call from Aunt Harriet.
“I just loved your drawing,” she said. “I got it today, and I already taped it to my wall.”
“Can you tell me what it is?” asked Ruben. “It’s a picture of me in a rocket. I’m wearing the
helmet.”
Of course I can tell. You’re a very good artist,” she said.
“Thanks!”
To himself, Ruben thought, Maybe Dad was right about this manners stuff, after all.
After the phone call, Ruben went to Sandy’s room.
“Do you want to shoot some baskets?” Sandy asked.
“Later, we promised to help Mom clean the basement, don’t you remember?”
Sandy gave him a funny look. “Playing basketball is more fun than cleaning,” she said as she
followed him down to the basement.
“I know. But we shouldn’t break a promise. That’s bad manners.”
“Since when did you learn so much about manners?” Sandy laughed.
“Learning manners is like learning to ride a bike,” answered Ruben. “After a while you don’t
think about it. You just do it.”
“Well, I don’t know whether to believe you or not. I think you’re just afrai d that I’m going to
be better at shooting baskets than you are!”
Ruben smiled. “We’ll just see about that after we get through with the basement he said. “And that’s
a promise!”
209
210
Grade Level:
Subject:
Lesson Title:
Time frame:
Core Message:
3
English
Cooperating Toward Success
1 session
With our differences and uniqueness, we can cooperate with each other to
create something useful and relevant to our community and society.
English Learning Competencies
SPEAKING and WRITING 8.3 Construct sentences with simple subject and predicate
STAGE 1- DESIRED RESULTS
ESTABLISHED GOAL
The students must realize the importance of working cooperatively with other people in order to
contribute to the good of society.
ENDURING UNDERSTANDING
ESSENTIAL QUESTION
People should work cooperatively with others to
be able to produce something that is good for
the society.
Why is teamwork important in a group?
Lesson Objectives
Skills
Values
Know the basic rules in writing
sentences with simple subject and
predicate
Construct sentences with
simple subject and
predicate
cooperation
Identify simple subject and
predicate of sentences
Demonstrate
understanding of
cooperation by working
peacefully and actively
with your classmates.
patience
Define cooperation
211
STAGE II ASSESSMENT EVIDENCE
PERFORMANCE TASK
OTHER EVIDENCE
The pupils form groups of five. Each
group is given several pieces of a
newspaper page. The pupils fit the
pieces together to make a full page.
The teacher makes sure the
students observe cooperation and
teamwork while doing the puzzle.
The first one to complete the puzzle
wins the first place.
Each pupil has to make an “I can” poster to
show his uniqueness or special talent as a child
and how he can build teamwork. He or she
writes “I can” statements about it at the back of
the poster.
The teacher asks the pupils about
how they behaved while doing the
class activity. Ask the pupils to
examine their behavior.
Discuss the importance of
cooperation and teamwork guided
by the questions below:
1.
2.
3.
4.
5.
How did your group do the task?
What was your specific task?
How did you do your work in
relation to the others’?
How can cooperation and teamwork
make tasks easier?
Why do you think it is better to
work together rather than alone in
achieving something?
STAGE III - LEARNING PLAN
A. Motivation
Ask the students if they have visited a zoo. Name the animals they see in the zoo and ask them about
each.
Elephant, zebra, lion, etc.
B. Presentation
Create your own sentences about the picture I will show you.
212
The children are walking.
The lions look old
The giraffe has a long neck
Plants are plenty
The elephant has a long trunk
C.
Discussion
What did I do while asking you to say something about the picture? I asked you to say them, in complete
sentence.
So what is a sentence?
The teacher asks the pupils to read the question again and ask them to be able to complete the grid. The
table will look like this.
Parts of a sentence: Part I for subject and Part II for predicate
I
The children
The lions
The giraffe
II
are walking
look old
Has a long neck
Independent Practice
The teacher provides each small group with pictures showing differently-abled children on the following
activities: The pupils are asked to make simple sentences out of the picture.
1.
2.
3.
4.
5.
A child singing in a concert for the blind
Boys on wheelchairs playing basketball
Cripple girls doing walkathon
Children painting using their feet
A blind child using a computer
D. Generalization
The pupils are asked the following questions:
What is a simple subject?
What is a simple predicate?
The pupils are asked to form groups of five. She reminds them on how to work in a team. The rules are
reviewed through the help of the class.
Each group is given some newspaper pages. They can choose one page that they want to write about.
The first one to create three simple sentences wins a prize.
E.
Application
The teacher helps arrives at this statement:
With our differences and uniqueness, we can cooperate with each other to create something useful and
213
special.
F.
Evaluation
The pupils construct sentences using the picture clues. Underline the simple subject and the simple
predicate.
1.
2.
3.
4.
5.
Girl with an umbrella
Children inside the church
Pupils cleaning the school garden
Classmates working together on a project
Pupils singing the Phil. National anthem
References:
 Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A
Concept Paper for the Public Education on the Rule of Law Advancement and Support (PERLAS).
Manila. LIBERTAS Project.
 PD 603, THE CHILD AND YOUTH WELFARE CODE, Art. 4 (Responsibilities of the Child)
Materials:
newspaper
Rubric
Criteria
Not so evident
Evident
Uniqueness of the “I can”
statement
The child made less than
3 statements
The child made
more than 3
statements
Coherence and alignment
of the statement to the
child’s personality
The child is not able to
explain all his
statements
Creativity
The child used expensive
materials
The child is able to
explain all hi
statements and
clearly showes
evidence
The child used
commonly found
materials
Evident to a very high
degree
The child made more
than 5 statements that
speak of his good
qualities
The statement reflects
the child’s real
personality. He can
discuss why it is true of
him
The child made use of
original materials that
are suited for the poster
214
Appendix:
Zoo
215
Girl with an umbrella
216
Group of students working together on a project
217
Schoolchildren cleaning the school garden
218
Schoolchildren cleaning the room
219
People working on a community project
220
"Human rights are the basic rights which inhere in man by virtue of his
humanity. They are the same in all parts of the world, whether in the
Philippines or England, Kenya or the Soviet Union, the United States or Japan,
Kenya or Indonesia. . . .
"Human rights include civil rights, such as the right to life, liberty, and property;
freedom of speech, of the press, of religion, academic freedom, and the rights
of the accused to due process of law; political rights, such as the right to elect
public officials, to be elected to public office, and to form political associations
and engage in politics; and social rights, such as the right to an education,
i
employment, and social services."
"Human rights are the entitlement that inhere in the individual person from the
sheer fact of his humanity. . . . Because they are inherent, human rights are not
ii
granted by the State but can only be recognized and protected by it."
"(Human rights include all) the civil, political, economic, social, and cultural
iii
rights defined in the Universal Declaration of Human Rights."
"Human rights are rights that pertain to man simply because he is human. They
iv
are part of his natural birth right, innate and inalienable."
Constitution, Article II, Section 11:
Section 11. The State values the dignity of every human person and guarantees full respect for human rights.
i
Agpalo, R., Professor of Political Science, University of the Philippines, Human Rights in the Philippines: An
Unassembled Symposium, 1977, pp. 1-2
ii
Arcellana, E., Department of Political Science, U.P., Ibid., pp. 2-3
iii
Nick Joaquin, National Artist, Ibid., p. 15
iv
Lopez, S., Professor, U.P. Law Center, Ibid., p. 20
221
222
Grade Level:
Subject:
LESSON TITLE:
Time Frame:
KAISIPAN:
3
Edukasyong Pagpapakatao
Paglutas ng Alitan, Mapayapang Samahan
Dalawang Sesyon
Ang pagiging matapat at pagsasabi ng totoo ay isang mabisang paraan upang
maiwasan at malutas ang anumang alitan.
MGA BATAYANG KASANAYAN SA PAGKATUTO
Pagmamahal at Kabutihan
Katapatan/ Integridad: 1. Nakaugalian ang pagsasabi ng totoo sa mga kaibigan at kalaro
ANTAS I – INAASAHANG BUNGA
PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa na ang pagiging matapat o pagsasabi ng totoo ay dapat
ugaliin upang ang mga alitan o di-pagkakaunawaan ay maiwasan o malutas.
AKAILANGANING PAG-UNAWA
MAHAHALAGANG TANONG
Naipamamalas ng mag-aaral ang pag-unawa
Sa kahalagahan ng pagsasabi ng totoo sa
pagpapanatili ng kapayapaan at pagwawaksi ng
mga alitan.
1.
KAALAMAN
KASANAYAN/ KAKAYAHAN
Nauunawaan ng mga mag-aaral ang:
Ang mag-aaral ay:
Kabutihan o kahalagahan ng pagsasabi ng
totoo
1.
2.
2.
Bakit dapat nating ugaliin ang pagsasabi ng
totoo?
Paano maiiwasan o malulutas ang alitan sa
pagsasabi ng totoo?
Naipaliliwanag ang kahalagahan o
kabutihan ng pagsasabi ng totoo.
Nakagagawa ng tamang desisyon sa ibat ibang sitwasyon upang maiwasan ang mga
alitan o di-pagkakunawaan.
ANTAS II - PAGTATAYA
SA
SA ANTAS PAGGANAP
ANTAS NG PAG-UNAWA
Gagawa ang mga mag-aaral ng liham para sa
isang tao ( maaring magulang, kaibigan,
kapatid na nagkaroon siya ng dipagkakaunawaan). Ipapaliwanag niya ang
pangyayari, hihingi ng paumanhin at
Tukuyin ng mga mag-aaral ang dapat gawin sa
mga sumusunod:
1. Galit ka sa kapatid mo dahil hindi ka
pinahiram ng kanyang laruan. Ano ang
dapat gawin upang maayos ang gulo?
223
makikipagkasundo.
a.
b.
c.
d.
suntukin mo ang kapatid mo
pakiusapan mo siyang pahiramin ka
pahiramin mo siya sa panahon na
manghiram siya sa iyo
punitin mo ang laruan niya
2. Nagtampo ka sa tatay mo kasi ayaw ka
niyang pasamahin sa field trip. Hindi ka
kumikibo kapag kinakausap ka niya. Ayaw
mong pumasok sa paaralan. Sino ang dapat
mamagitan sa inyo ng tatay mo at ano ang
mga bagay na dapat mong gawin?
a.
b.
c.
d.
e.
Dapat alamin ng nanay mula sa guro
kung ano ang kabutihan ng field trip
Ilihim ng nanay sa tatay at
papahintulutan kang sumama.
Sang-ayunan ang pasiya ni tatay dahil
walang pera ang mag-anak.
Ipaliliwanag ng nanay sa tatay ang
kabutihang idudulot ng field trip at
hihikayatin siyang pahintulutan kang
sumama.
Ipaliwanag kung bakit ayaw ka
pasamahin ng tatay sa field trip at
unawain mo ang mga ito.
ANTAS III – PLANO SA PAGKATUTO
A. Panimulang Gawain
Balik-Aral
Sabihin sa mga mag-aaral:
Maglaro tayo ng laro na tatawagin nating “Susi sa Kaayusan ng Pamayanan.”
Sa mga nakalipas nating aralin, natalakay natin ang mga tao at bagay na nagbibigay ng
kaayusan sa ating pamayanan. Banggitin mo sila / ito. Kapag ang binanggit ko ay
tagapag-ayos ng kaguluhan, tatayo kayo at papalakpak ng dalawa. Kapag ito ay hindi
tagapag-ayos ng kaguluhan, uupo kayo.
pulis
driver?
batas
ordinansa
tuntunin sa paaralan
mangingisda
punong-guro
papalakpak
papalakpak
papalakpak
papalakpak
papalakpak
upo
papalakpak
224
si Nanay at Tatay
artista
papalakpak
upo
Pagganyak
a.
Magpakita ng isang kasabihan sa pilas na kartolina at ipabasa ito.
Ang pagpupuri ay nakapagpapaligaya ng kalooban
Ang pagbibintang ay nakasisira ng pagkakaibigan.
Bigyan ng pagkakataon ang mga mag-aaral na magbigay ng
karanasan na naaayon sa alin mang kasabihan na binasa.
(Mga inaasahang sagot: sumbong na walang katotohanan, paratang, pagsakdal)
b. Itanong ang mga sumusunod:
Alin ang mahalaga sa tao – pagpupuri o pagbibintang?
Ipaliwanag ang sagot.
Anong ibig sabihin nang pagbibintang?
Ano ang mensahe ng pahayag?
B. PANLINANG NA GAWAIN
1. Paglalahad
Talakayin ang mga sumusunod na tanong:
Ayon sa inyo, ang pagbibintang ay pagsusumbong na kadalasan ay walang
katotohanan.
Nangyari na ba sa iyo na naparatangan ka ng iyong kapatid na kumuha ng
kanyang pera / gamit na hindi naman totoo?
Paano ito nangyari?
Nag-away ba kayo?
Bakit kayo nag-away ng kapatid o kaibigan mo?
Sino ang namagitan sa inyong dalawa?
Tingnan natin kung paano inaayos ni Inay o sino mang nakakatanda ang
gulong ito.
2.
Pagtatalakayan
225
Makinig ang mga mag-aaral sa kuwentong babasahin ng guro na pinamagatang,
Nagpasiya si Inay (Tingnan sa Apendiks). Pagkatapos, itanong ang mga sumusunod:
Nagustuhan ba ninyo ang kuwento?
Sino ang mga tauhan sa kuwento?
Ano ang pinag-aawayan ni Joy at Liezl?
Bakit pinagbintangan ni Joy si Liezl na gumamit ng calculator niya?
May katotohanan ba ito? Patunayan ang inyong sagot.
Ano ang kinalaman ni Fritz sa away?
Sa palagay ninyo, sino ang may kasalanan? Bakit?Sino ang nag-ayos ng gulo
ng tatlong magkakapatid?
Paano niya ito inayos?
Sa huli, ano ang ginawa ni Nanay upang lubos nang mabigyan lunas ang
hiraman ng calculator?
Sino ang nagsilbing tagahatol sa gulo ng tatlong anak?
3. C. PAGLALAHAT
Itanong sa mga mag-aaral:
Ano ang tungkulin ng mag-anak at pamayanan kapag may gulo o di
pagkakaunawaan na namamagitan sa mga kasapi?
Isulat ang kaisipan sa Flowchart sa ibaba.
226
Mag-Anak at Pamayanan
Magkatulong
na
Tagapamagitan sa mga di
nagkakaunawaan
tungo sa
Kapayapaan
D.PAGLALAPAT
Ihayag ng mga mag-aaral ang dapat gawin sa mga mga sumusunod na kalagayan:
1.
Ano ang gagawin ninyo sa sumusunod na kalagayan?
2.
Nawala ang iyong ballpen na inilagay mo sa ibabaw ng iyong lamesa. Si John ang
iyong katabi. Ano ang iyong gagawin?
3.
Dumating si Binibining Lopez na magulo ang klase niya. Sina Jay at Jason ay
nagsusuntukan. Huminto sila nang makita ang guro. Ano ang dapat gawin ni
Binibining Lopez?
4.
Nakita ni Aling Zeny na sumulpot si Aling Grecia sa bakod ng lote nila. Sinabi ni
Aling Zeny kay Aling Grecia na binabalaan niya ito na huwag magdadaan sa
bakod nila kasi hindi ito tama. Galit si Aling Grecia at sumisigaw ng “Salbahe
kayo!” Nagalit din si Aling Zeny at dinala niya ang gulong ito sa kanilang punongbarangay. Ano ang inaasahan mong gagawin ng punong-barangay?
E. TAKDANG ARALIN
Sumulat ng karanasan na naging tapag-ayos ka ng isang hindi pagkakaunawaan.
Mga Sanggunian
 . Nagpasiya si Inay, Edukasyon sa Kagandahang-Asal at Wastong Pag-uugali. ph. 24
 Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept Paper for
the Public Education on the Rule of Law Advancement and Support (PERLAS). Manila. LIBERTAS
Project.
227
Mga Kakailanganing Kagamitan
Mga pilas na kartolina
Rubrik
Kraytirya
1.
2.
Kaangkupan ng
ginawa sa
hinihingi(
Accuracy)
Pormat o Ayos
3.
Istilo o Paraan
Napakagaling
Kraytiya sa Pagtataya
Magaling
(10 pts)
Angkop na angkop sa
hinihingi ang ginawa
(7-9 pts)
Medyo angkop sa
hinihingi ang
ginawa
Sinunod ang lahat ng
batayan sa paggawa
ng liham
Sinunod ang
karamihan sa mga
batayan
o porma sa
paggawa ng liham
May kaayusan at
kalinawan ang
pagpapahayag
Maayos at malinaw
ang pagapapahayag
Katamtaman ang
Galing
(4-6 pts)
Hindi gaanong
angkop sa hinhingi
ang ginawa
Hindi gaanong
nasunod ang
Hindi gaano
Mahina
(0-3 pts)
Hindi angkop
Hindi nasunod
ang batayan o
porma sa
paggawa ng
liham
Hindi malinaw
at maayos
Kalahatan
Marka
228
APENDIKS
References:
Every person must, in the exercise of his rights and in the performance of his duties, act with justice, give everyone
his due, and observe honesty and good faith. (Article 19, Civil Code of the Philippines)
RA9285, Sec. 3. Definition of Terms. - For purposes of this Act, the term:
(a) "Alternative Dispute Resolution System" means any process or procedure used to resolve a dispute or
controversy, other than by adjudication of a presiding judge of a court or an officer of a government
agency, as defined in this Act, in which a neutral third party participates to assist in the resolution of
issues, which includes arbitration, mediation, conciliation, early neutral evaluation, mini-trial, or any
combination thereof;
Nagpasiya si Inay
Si Liezel at Joy ay magkapatid na madalas nagkakatampuhan. Malimit kasing pinagbibintangan ni Joy
ang kanyang kapatid na si Liezel na kumukuha ng kanyang pera at kagamitan, na wala namang
katotohanan. Isang araw, inabutan sila ng kanilang ina na si Aling Julie na nag-aaway dahil nawawala
ang ruler ni Joy. Iyak ng iyak si Liezel dahil pinipilit ni Joy na siya ang kumuha.
Tinulungan na ni Aling Julie si Joy na hanapin ang ruler dahil baka kung saan lang niya ito nailagay.
Biglang dumating si Fritz, ang nakababatang kapatid at sinabing siya ang kumuha ng ruler ni Joy.
Nagalit din si Joy kay Fritz. Namagitan na ang kanilang ina at inayos ang di pagkakaunawaan ng tatlong
magkakapatid. Humingi ng paumanhin si Joy kay Liezl. Masaya ang magkakapatid at muling
nanumbalik ang pagkakaunawaan sa kanilang mag-anak. Napagkasunduan pa nga ng magkakapatid na
pagsamahin ang kanilang mga naipon para makabili ng isang regalo para sa kanilang ina sa darating
niyang kaarawan. Nangako si Joy na hindi na muling magbibintang lalo na at wala naming malinaw na
batayan o patunay. Si Fritz naman ay pinagsabihan din ng Inay na magpaalam muna sa may-ari at huwag
basta kunin lamang ito.
229
230
Antas:
Asignatura:
ARALIN / PAKSA:
Sesyon:
KAISIPAN:
2
Sibika at Kultura
Batas: Susi sa Kaunlaran
Dalawang Sesyon
May mga probisyon ang batas na nakatutulong sa pagkakaroon ng maunlad na
pamumuhay.
MGA BATAYANG KASANAYAN SA PAGKATUTO
III B1. Natutukoy ang mga batas na nakatutulong sa pagkakaroon ng maunlad na pamumuhay.
ANTAS I – INAASAHANG BUNGA
PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa sa batas na nakatutulong sa pagkakaroon ng maunlad na
pamumuhay.
KAKAILANGANING PAG-UNAWA
MAHAHALAGANG TANONG
Naipamamalas ng mag-aaral ang pag-unawa sa mga
batas para sa pagnenegosyo at pamimili
1.
2.
Bakit kailangang pairalin ang mga batas katulad
ng para sa pagnenegosyo at pamimili ?
Ano ang maaaring mangyari kung hindi
pinapatupad o sinusunod ang mga batas
pangkabuhayan?
KAALAMAN
KASANAYAN/ KAKAYAHAN
Nauunawaan ng mga mag-aaral na . . .
Ang mag-aaral ay. . . .
Ang pagpapatupad at pagsunod sa batas ay
nagbubunga ng magandang kabuhayan.
1.
2.
Natutukoy ang kahalagahan ng Saligang
Batas ng Pilipinas sa pagkakaroon ng maunlad na
pamumuhay.
Nakapagbibigay ng mga halimbawa ng mga
batas na nakatutulong sa pagkakaroon ng
maunlad na pamumuhay.
ANTAS II - PAGTATAYA
SA ANTAS PAGGANAP
SA ANTAS NG PAG-UNAWA
Ano-ano ang mga kabuhayan sa inyong barangay?
Interbyuhin ang isang may-ari ng isang tindahan sa
inyong barangay. Tanungin kung ano-ano ang mga
batas na sinusunod nila bilang negosyante.
Sumulat ng isang sanaysay na nagtatalakay ng
Gawin ng mga mag-aaral ang sumusunod na
pagsasanay:
Ilahad ang mga batas na tumutulong sa pagpapaunlad
ng kabuhayan.
231
mga batas para sa pagnenegosyo.
Tingnan sa Apendiks ang RA 7934 The Consumer
Act of the Philippines at gamitin itong gabay
Gamitin ang Kraytirya sa Pagtataya para sa
Pagtataya
ANTAS III – PLANO SA PAGKATUTO
A. PANIMULANG GAWAIN
Pagganyak
Magdaos ng ball relay. Huwag magbigay ng alituntunin sa laro. Ulitin ang laro. Sa pagkakataong ito, magbigay
na ng mga alituntunin. Ihalintulad ang unang sitwasyon sa kalagayan ng lipunan kung walang batas na
ipinatutupad.
Itanong sa mga mag-aaral:
Bakit mas maayos ang paglalaro kapag may sinusunod kayong alituntunin?
B. PANLINANG NA GAWAIN
1.
Paglalahad
Basahin ng mga bata Ang Saligang Batas sa Apendiks. Salungguhitan ng mga mag-aaral ang mga batas
para sa pangkabuhayan.
Ipakita ang Retrieval Chart na naglalaman ng mga uri ng paglilingkod mula sa pamahalaan. Talakayin
ang batas na itinakda sa bawa’t paglilingkod ng pamahalaan.
Mga Batas hinggil sa Paglilingkod ng Pamahalaan para sa Kabuhayan
1.
Pagkakataon ng mga magsasakang walang lupa na makapagmay-ari ng kanilang
mga sakahan. Isa sa mga batas pangkaunlaran na pinagtibay ng Pamahalaan ay
ang Batas sa Komprehensibong Repormang Pansakahan. RA6657
2.
Pagtatayo ng mga kooperatiba. Ang Kodigong Pangkooperatiba RA 9630 ang
namamahala sa pagtatatag ng kooperatiba. Ito ang samahan ng mga taong
nagnanais makatulong sa sarili at isa’t–isa sa pamamagitan ng paglahok sa mga
gawaing pang-ekonomiya.
3.
Pangangalaga sa karapatan ng mga mamimili RA 7394
232
2.
Pagtatalakayan
Talakayin ang mga sumusunod na tanong:
Ano-ano ang iba’t-ibang paraan ng paglilingkod mula sa Pamahalaan?
Ano-anong uri ng paglilingkod ang dapat na natatamasa ng mamamayan mula sa
Pamahalaan?
C.
PAGLALAHAT
Gabayan ang mga bata upang mabuo ang kaisipang sumusunod:
Ang mga batas na ipinatutupad ng ating pamahalaan ay makakatulong upang magkaroon ng
maunlad na pamumuhay ang pamayanan.
D. PAGLALAPAT
Isulat ng mga mag-aaral sa mga kahon na nakapaligid sa Mamamayan ang mga paglilingkod mula sa
pamahalaan
MAMAMAYAN
E.
TAKDANG ARALIN
Sumipi sa pahayagan ng isang pahayag ng balita na nagpapakita ng paglilingkod ng pamahalaan sa
mamamayan.
Mga Sanggunian
Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept Paper for the
Public Education on the Rule of Law Advancement and Support (PERLAS) Manila. LIBERTAS Project.
Eleanor D., Antonio, E., Banlaygas, E., Lodronio, R., Laganto, J., Nebres, B. 2004. Makabayan 3 Quezon
City: Rex Bookstore
Yunit III – PAMBANSANG KATAPATAN, BEC III, B.1. pahina 13
Kabanata 2 – Mamamayan Kabalikat sa Kaunlaran
Aralin 2 – Mga Batas sa Pagkakaroon ng Maunlad na Pamumuhay, pahina 158- 166
233
Roson, V. Makabayan sa Makabagong Panahon. pahina 239-241
Antonio, E., Banlaygas, E., Dallo, E. 2008. Pilipinas Kong Hirang. Manila: Rex Bookstore. Pp. 322-329.
Mga Kakailanganing Kagamitan
tsart, apat na bola
Rubrik
Kraytirya
Kraytirya sa Pagtataya
Napakagaling
Magaling
(10 pts)
(7-9 pts)
Katamtaman
ang Galing
(4-6 pts)
Mahina
(0-3 pts)
1.
Ang sanaysay ay tungkol sa
mga batas na sinusunod nila
bilang negosyante.
2. Ang nilalaman ng sanaysay ay
batay sa interbyu.
3. Maayos ang pagkakasulat ng
sanaysay.
4. Ipinapakita sa sanaysay na may
mga batas para sa
pagnenegosyo.
Kalahatan
Marka
234
APENDIKS
Ang Saligang Batas
(Excerpts)
Kailangan natin ang mga batas. Bawat bansa ay kailangan ito sa pamamahala upang ang mga mamamayan ay
makapamuhay nang tahimik at masaya.
Bawat mamamayan ay nabibigyang proteksyon ng mga batas. Sila ay makapamumuhay nang payapa at
maunlad kung lagi nilang susundin ang mga batas sa bansa.
May iba’t-ibang batas na ipinatutupad sa ating bansa. Ang Saligang Batas ng Pilipinas ang naglalaman ng
lahat ng batayang batas ng bansa. Isinasaad dito ang lahat ng ating karapatan at mga paglilingkod na dapat ibigay
ng ating pamahalaan.
Nakabalangkas sa Saligang Batas ang mga sangay ng pamahalaan. Nakasaad din dito kung ano ang mga
mahahalagang gawain at tungkulin ng bawa’t sangay, pati na ang mga tungkulin ng mga namumuno at opisyal nito.
Kung paano nila pipiliin o ilalahad, manunungkulan at ang kanilang pangkalahatang gawain ay nakasaad dito.
Bukod sa Saligang Batas, may iba pang mga batas:
1. Ang mga panukalang batas (bill) na pinagtitibay ng Kongreso.
2. Ang mga kautusan o ordinansa ng pamahalaang pambarangay, pambayan, panlungsod ,o panlalawigan.
3. Ang mga kautusang tagpagpaganap (Executive Order) ng Pangulo ng bansa.
Source: Antonio, E., Banlaygas, E., Dallo, E. 2008. Pilipinas Kong Hirang. Manila: Rex Bookstore. Pp. 322-329.
235
Teachers’ Reference:
REPUBLIC ACT NO. 7394
THE CONSUMER ACT OF THE PHILIPPINES
TITLE I
GENERAL PROVISIONS
Article 1. Short Title. - This Act shall be known as the "Consumer Act of the Philippines."
Art. 2. Declaration of Basic Policy. - It is the policy of the State to protect the interests of the consumer, promote
his general welfare and to establish standards of conduct for business and industry. Towards this end, the State
shall implement measures to achieve the following objectives:
(a) protection against hazards to health and safety;
(b) protection against deceptive, unfair and unconscionable sales acts
and practices;
(c) provision of information and education to facilitate sound choice
and the proper exercise of rights by the consumer;
(d) provision of adequate rights and means of redress; and
(e) involvement of consumer representatives in the formulation of
social and economic policies.
Art. 5. Declaration of Policy. - It shall be the duty of the State:
(a) to develop and provide safety and quality standards for consumer
products, including performance or use-oriented standards, codes of
practice and methods of tests;
(b) to assist the consumer in evaluating the quality, including
safety, performance and comparative utility of consumer products;
(c) to protect the public against unreasonable risks of injury
associated with consumer products;
(d) to undertake research on quality improvement of products and
investigation into causes and prevention of product related deaths,
illness and injuries;
(e) to assure the public of the consistency of standardized products.
REPUBLIC ACT NO. 6657
Sec. 2. Declaration of Principles and Policies. - It is the policy of the State to pursue a comprehensive Agrarian
Reform (CARP). The welfare of the landless farmers and farmworkers will receive the highest consideration to
promote social justice and to move the nation toward sound rural development and industrialization, and the
establishment of owner cultivatorship of economic-size farms as the basis of Philippine agriculture.
To this end, a more equitable distribution and ownership of land, with due regard to the rights of landowners to
just compensation and to the ecological needs of the nation, shall be undertaken to provide farmers and
farmworkers with the opportunity to enhance their dignity and improve the quality of their lives through greater
productivity of agricultural lands.
The agrarian reform program is founded on the right of farmers and regular farmworkers, to receive a just share of
the fruits thereof. To this end, the State shall encourage and undertake the just distribution of all agricultural
lands, subject to the priorities and retention limits set forth in this Act, taking into account ecological,
developmental, and equity considerations, and subject to the payment of just compensation. The State shall
respect the right of small landowners, and shall provide incentives for voluntary land-sharing.
236
The State shall recognize the right of farmers, farmworkers and landowners, as well as cooperatives and other
independent farmers' organizations, to participate in the planning, organization, and management of the program,
and shall provide support to agriculture through appropriate technology and research, and adequate financial
production, marketing and other support services.
The State shall apply the principles of agrarian reform, or stewardship, whenever applicable, in accordance with
law, in the disposition or utilization of other natural resources, including lands of the public domain, under lease or
concession, suitable to agriculture, subject to prior rights, homestead rights of small settlers and the rights of
indigenous communities to their ancestral lands.
The State may resettle landless farmers and farmworkers in its own agricultural estates, which shall be distributed
to them in the manner provided by law.
By means of appropriate incentives, the State shall encourage the formation and maintenance of economic size
family to be constituted by individual beneficiaries and small landowners.
The State shall protect the rights of subsistence fishermen, especially of local communities, to the preferential use
of communal marine and fishing resources, both inland and offshore. It shall provide support to such fishermen
through appropriate technology and research, adequate financial, production and marketing assistance and other
services. The State shall also protect, develop and conserve such resources. The protection shall extend to offshore
fishing grounds of subsistence fishermen against foreign intrusion. Fishworkers shall receive a just share from their
labor in the utilization of marine and fishing resources.
The State shall be guided by the principles that land has a social function and land ownership has a social
responsibility. Owners of agricultural land have the obligation to cultivate directly or through labor administration
the lands they own and thereby make the land productive.
The State shall provide incentives to landowners to invest the proceeds of the agrarian reform program to
promote industrialization, employment and privatization of public sector enterprises. Financial instruments used
as payment for lands shall contain features that shall enhance negotiability and acceptability in the marketplace.
The State may lease undeveloped lands of the public domain to qualified entities for the development of capital
intensive farms, and traditional and pioneering crops especially those for exports subject to the prior rights of the
beneficiaries under this Act.
Republic Act No. 9520
February 17, 2009
AN ACT AMENDING THE COOPERATIVE CODE OF THE PHILIPPINES TO BE KNOWN AS THE "PHILIPPINE
COOPERATIVE CODE OF 2008"
"ART. 2. Declaration of Policy.- It is the declared policy of the State to foster the creation and growth of
cooperatives as a practical vehicle for promoting self-reliance and harnessing people power towards the
attainment of economic development and social justice. The State shall encourage the private sector to undertake
the actual formation and organization of cooperatives and shall create an atmosphere that is conducive to the
growth and development of these cooperatives.
"Toward this end, the Government and all its branches, subdivisions, instrumentalities and agencies shall ensure
the provision of technical guidance, financial assistance and other services to enable said cooperatives to develop
into viable and responsive economic enterprises and thereby bring about a strong cooperative movement that is
free from any conditions that might infringe upon the autonomy or organizational integrity of cooperatives.
237
"Further, the State recognizes the principle of subsidiarity under which the cooperative sector will initiate and
regulate within its own ranks the promotion and organization, training and research, audit and support services
relative to cooperatives with government assistance where necessary.
"ART. 3. General Concepts. - A cooperative is an autonomous and duly registered association of persons, with a
common bond of interest, who have voluntarily joined together to achieve their social, economic, and cultural
needs and aspirations by making equitable contributions to the capital required, patronizing their products and
services and accepting a fair share of the risks and benefits of the undertaking in accordance with universally
accepted cooperative principles.
"ART. 4. Cooperative Principles. - Every cooperative shall conduct its affairs in accordance with Filipino culture,
good values and experience and the universally accepted principles of cooperation which include, but are not
limited to, the following:
"(1) Voluntary and Open Membership - Cooperatives are voluntary organizations, open to all persons able
to use their services and willing to accept the responsibilities of membership, without gender, social,
racial, cultural, political or religious discrimination.
"(2) Democrative Member Control - Cooperatives are democratic organizations that are controlled by their
members who actively participate in setting their policies and making decisions. Men and women serving
as elected representatives, directors or officers are accountable to the membership. In primary
cooperatives, members have equal voting rights of one-member, one-vote. Cooperatives at other levels
are organized in the same democratic manner.
"(3) Member Economic Participation - Members contribute equitably to, and democratically control, the
capital of their cooperatives. At least part of that capital is the common property of the cooperative. They
shall receive limited compensation or limited interest, if any, on capital subscribed and paid as a condition
of membership. Members allocate surpluses for any or all of the following purposes: developing the
cooperative by setting up reserves, part of which should at least be indivisible; benefitting members in
proportion to their patronage of the cooperative's business; and, supporting other activities approved by
the membership.
"(4) Autonomy and Independence - Cooperatives are autonomous, self-help organizations controlled by
their members. If they enter into agreements with other organizations, including government, or raise
capital from external sources, they shall do so on terms that ensure democratic control of their members
and maintain their cooperative autonomy.
"(5) Education, Training and Information - Cooperatives shall provide education and training for their
members, elected and appointed representatives, managers, and employees, so that they can contribute
effectively and efficiently to the development of their cooperatives.
"(6) Cooperation Among Cooperatives - Cooperatives serve their members most effectively and
strengthen the cooperative movement by working together through local, national, regional and
international structures.
(7) Concern for Community - Cooperatives work for the sustainable development of their communities
through policies approved by their members.
238
Antas:
Asignatura:
ARALIN / PAKSA:
Sesyon:
KAISIPAN:
3
Edukasyong Pagpapakatao
Pagsunod sa Batas, Tungkulin ng Mamamayan
Isang Sesyon
Ang pagsunod sa batas ay tungkulin ng bawa’t mamamayan.
Ang bawa’t mamamayan ay dapat igalang at sundin ang mga taong
nagpapatupad ng batas.
MGA BATAYANG KASANAYAN SA PAGKATUTO
Kapayapaan at katarungan: Disiplinang pansarili 1. Nakasusunod sa mga tuntunin sa
pamayanan
ANTAS I – INAASAHANG BUNGA
PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa sa magalang na pagsunod sa mga nagpapairal ng batas.
KAKAILANGANING PAG-UNAWA
MAHAHALAGANG TANONG
Naipamamalas ng mag-aaral ang pag-unawa
sa kahalagahan ng magalang na pagsunod sa mga
nagpapairal ng batas.
1.
KAALAMAN
KASANAYAN/ KAKAYAHAN
Nauunawaan ng mga mag-aaral na . . .
Ang mag-aaral ay. . . .
Ang mabuting bata ay magalang na sumusunod sa
mga nagpapairal ng batas.
1.
2.
Paano maipapakita ang magalang na pagsunod sa mga
nagpapairal ng batas?
Bakit kailangang igalang ang mga nagpapairal ng batas?
Naipapakita ang pagsunod nang magalang sa mga
nagpapairal ng batas tulad ng pulis at pamunuan
ng paaralan o pamayanan.
2. Nakasusunod sa mga tuntunin at patakaran sa
pamayanan.
ANTAS II - PAGTATAYA
SA ANTAS PAGGANAP
SA ANTAS NG PAG-UNAWA
Pagsasadula
Gawin ng mga mag-aaral ang sumusunod na pagsasanay:
Magbuo ng limang pangkat. Bigyan ang bawa’t
pangkat ng isang kalagayan mula Sa Antas ng Pagunawa.
Isadula nila ang kalagayang nasasaad.
Ano ang iyong gagawin sa mga sumusunod na
kalagayan? Isagawa sa sagutang papel.
1. Naglalakad kayo ng iyong mga kaibigan sa plasa.
239
Gamitin ang Kraytirya para sa Pagtataya
Ibig ninyong maglaro sa damuhan nguni’t may
nakita kayong babalang:
HUWAG TUMAPAK SA DAMUHAN!
2. Nakita mo ang isang mag-aaral na
nagsusulat sa pader ng inyong paaralan.
3. Nasalubong mo ang inyong kapitan ng barangay
isang umaga.
4. Niyaya ka ng iyong mga kaibigan na magtapon ng
basura sa kanal.
5. Sinaway kayo ng barangay tanod dahil sa ingay
ninyo habang nagnagwawalis sa labas ng bakuran
ng paaralan.
Mga Posibleng sagot:
1. Susundin po namin ang mga babala.
2. Pakikiusapan ko po siya na huwag magsulat sa
pader dahil ito ay isang paglabag sa tuntunin ng
paaralan.
3. Babatiin ko po ang kapitan ng “Magandang umaga
po, Kapitan.”
4. Ituturo ko po sa kanila ang mga tamang
tapunan ng basura.
5. Iiwasan naming mag-ingay.
Maglalaro kami ng mahina ang usapan.
Iugnay ang mga sagot sa mga
pagpapahalagang: disiplina, kapayapaan at katarungan.
ANTAS III – PLANO SA PAGKATUTO
F.
PANIMULANG GAWAIN
Balik-Aral
Pagbalik-aralan ang mga tuntunin at patakaran ng paaralan.
Pumalakpak kung ang mga gawain ay nagpapakita ng pagsunod ng tuntunin sa paaralan at ipadyak ang
paa kung hindi.
a. pumapasok sa tamang oras
b. pagkakalat sa paligid
c. pakikipag-unahan sa pila sa kantina
d. dumadalo sa flag ceremony at flag retreat
e. nakikipag-away
f. nag-iingay sa pagpasok at paglabas ng silid–aralan
g. pinag-iingatan ang mga gamit sa paaralan
240
h. paggawa ng mga takdang-aralin at pag-aaral ng leksyon
Pagganyak
b. Pangkatin ang klase sa lima. Ibigay sa lider ng bawa’t pangkat ang “puzzle cut outs” (larawan
ng mga mag-aaral na tumatawid sa daan)
c. Ipabuo ang puzzle. Ang mauunang makabuo ang siyang panalo.
Itanong:
Ano ang inyong nabuo?
Anong tuntunin ang kanilang sinunod?
Sino ang nagpapatupad ng batas-trapiko?
G. PANLINANG NA GAWAIN
3. Paglalahad
Basahin ang diyalogo nina Lennon at Joyce. Pumili ng mga mag-aaral na magsasadula ng
diyalogo sa harap ng klase.
4.
Joyce:
Tara na, Lennon! Tawid na tayo!
Lennon:
Teka! Di mo ba nakikita ang Red Light? Hindi tayo dapat tumawid kapag nakapula ang ilaw
trapiko.
Joyce:
Eh, di naman tayo makikita ng pulis dahil may kausap siya eh.
Lennon:
Nakatingin o hindi ang pulis, dapat tayong sumunod sa batas-trapiko.
Pagtatalakayan
1. Sino ang ibig tumawid sa takdang tawiran?
2. Ano ang kahalagahan ng pagsunod sa batas -trapiko?
3. Kung ikaw si Joyce, susundin mo ba si Lennon? Bakit?
4. Magbigay nang ibang tuntunin at patakaran sa ating pamayanan.
Ano ang naidudulot nito sa mga mamamayan?
5. Ano ang ipinahihiwatig ng pagsunod sa mga nagpapatupad ng batas sa ating pamayanan?
H. PAGLALAHAT
Sagutin ng mga mag-aaral ang mga sumusunod na tanong:
Bakit dapat sundin ang batas?
Bakit dapat igalang at sundin ang mga taong nagpapatupad sa batas?
Ano ang mangyayari kung ang mga mamamayan ay hindi gumagalang at sumusunod sa
batas?
Tulungan ang mga mag-aaral na magbuo ng mga sumusunod na kaisipan:
241
Iginagalang ko ang mga taong nagpapatupad ng batas.
Sinusunod ko ang mga batas na kanilang ipinapatupad.
Gumagamit ako ng magagalang na pananalita.
Pinapahalagahan ko ang mga ipinatutupad na tuntunin ng
namumuno sa bayan.
I.
PAGLALAPAT
Ipaawit sa mga mag-aaral ang likhang awit sa himig ng Sitsiritsit
Kaayusan nitong bayan
Gayundin katahimikan
Ay pinangangalagaan
Ng ating Pamahalaan.
Ang pulisya’y naatasan
At kapitan ng barangay
Mga batas ay ipatupad
Tungo sa kapayapaan
Bilang mabuting mamamayan
Sila ay ating igalang
Mga batas ating sundin
Ito ay ating tungkulin.
Pag-usapan ang awit. Itanong sa mga mag-aaral:
Sino ang nangangalaga sa katahimikan ng bansa?
Sinu-sino ang mga nagpapatupad ng mga batas?
Ano ang ating tungkulin bilang mga mamamayan para mapanatili ang kaayusan at katahimikan
sa ating bayan?
J.
TAKDANG ARALIN
Sumulat ng isang karanasan tungkol sa isang pangyayari sa pamayanan na nagpapakita ng inyong
pagkamagalang at masunurin sa mga taong nagpapatupad sa batas.
Mga Sanggunian
Likhang awit ni Violeta R. Roson
Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept Paper for the
Public Education on the Rule of Law Advancement and Support (PERLAS). Manila. LIBERTAS Project.
Civil Code, ARTICLE 14.
Penal laws and those of public security and safety shall be obligatory upon all
242
who live or sojourn in the Philippine territory, subject to the principles of public international law
and to treaty stipulations.
Mga Kakailanganing Kagamitan
Diyalogo ng mga mag-aaral na tumatawid sa daan
Manila paper
Rubrik
Kraytiya
Kraytiya sa Pagtataya
Napakagaling
Magaling
(10 pts)
(7-9 pts)
Katamtaman
ang Galing
(4-6 pts)
Mahina
(0-3 pts)
4.
Ang pagsasadula ay tungkol sa
kalagayang naiatas sa pangkat.
5. Naisadula nang maayos ang tema ng
kalagayan.
6. Lahat ng mag-aaral sa pangkat ay may
ginampanan sa pagsasadula.
7. Mahusay ang pagganap at pagbigkas ng
mga diyalogo.
Kalahatan
Marka
243
APENDIKS
244
Antas:
Asignatura:
ARALIN / PAKSA:
Sesyon:
KAISIPAN:
Baitang 3
Sibika at Kultura
Mga Kanais-nais na Ugaling Pilipino
Dalawang Sesyon
May mga katangi-tanging ugali tayo na nagpapakilala ng ating pagka-Pilipino
na kailangan isalin sa gawa para sa ikauunlad ng ating bansa.
MGA BATAYANG KASANAYAN SA PAGKATUTO
F3: Nakikilala ang mga katangi-tanging ugali na nagpapakilala sa ating pagka-Pilipino.
F5: Natutularan ang halimbawa ng mga taong nagpakita ng mga katangi-tanging ugali at saloobin.
ANTAS I – INAASAHANG BUNGA
PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa sa mga katangi-tanging ugali natin na nagpapakilala ng ating
pagka-Pilipino.
KAKAILANGANING PAG-UNAWA
MAHAHALAGANG TANONG
Naipamamalas ng mag-aaral ang pag-unawa
sa mga katangi-tanging ugali natin na nagpapakilala
ng ating pagka-Pilipino at nakatutulong sa pagunlad ng bansa.
1.
KAALAMAN
KASANAYAN/ KAKAYAHAN
Nauunawaan ng mga mag-aaral na . . .
Ang mag-aaral ay. . . .
Ang mga katangi-tanging ugali ang nagpapakilala sa
ating pagka-Pilipino.
2.
1.
2.
3.
Paano naipakikilala ang mga katangi-tanging ugaling
Pilipino?
Bakit kailangang maintindihan natin ang ating mga
kaugaliang Pilipino?
Naiisa-isa ang mga katangi-tanging ugali na
nagpapakilala sa ating pagka-Pilipino.
Naipaliliwanag ang mga tanda at paraan ng
pagpapahalaga at pagmamalaki sa bansa at sa sarili
bilang Pilipino.
Natatalakay kung paano nakatutulong ang mga
mabubuting kaugaliang Pilipino sa ikauunlad ng
pamayanan.
245
ANTAS II - PAGTATAYA
SA ANTAS PAGGANAP
SA ANTAS NG PAG-UNAWA
Magbuo ang mga mag-aaral ng pitong pangkat.
Bigyan ang bawa’t isa ng isang bahagi ng sanaysay
na pinamagatang “Mga Katutubong Ugali at
Saloobin” Ipaliwanag ng bawa’t pangkat ang ugali
at saloobin. Magbigay sila ng halimbawa ng ugali at
saloobing natutukoy.
Ipakita ang dula-dulaan sa klase bilang Paglalapat.
Gawin ng mga mag-aaral ang sumusunod na pagsasanay:
Unang Pangkat: Magalang at may pananalig sa
Diyos
Ikalawang Pangkat: Masipag at matiyaga
Ikatlong Pangkat: Malikhain ang mga Pilipino
Ika-apat na Pangkat: Nagkakabuklod ang mga magaaral
Ika-limang Pangkat: Mahilig sa kasayahan
Ika-anim na Pangkat: Makasining ang mga Pilipino
Ika-pitong Pangkat: Matulungin at nakikiisa sa
kapwa
Gamitin ang Kraytirya sa Pagtataya para sa
Pagtataya
Alin sa mga sumusunod ang inyong ginagawa? Lagyan ng
tsek () ang inyong ginagawang pagpapahalaga o
pagmamalaki sa inyong pagka-Pilipino.
Pagpapahalaga /
Pagmamalaki
1. Inaawit nang
buong husay at
may damdamin ang
Pambansang Awit.
2. Itinatapon ang
balutan ng kendi sa
basurahan
3. Nagsasabi ng
"po" at "opo" at iba
pang tanda ng
paggalang
4. Tumutulong sa
mga nakakatanda
at may kapansanan
5. Isinasauli ang
sobrang sukli
6. Sumasali sa iba’tibang gawaing
pampaaralan o
pamayanan
7.Pinababayaang
bukas ang electric
fan o ilaw maski hindi
ginagamit
8.Ipinagmamalaki
ang mga
proyektong
nagawa.
9. Natutuwang
makinig sa mga
kuwento ng mga
bayaning Pilipino
10. Nagpapakita ng
magandang asal sa
mga bisita
Palagi
Kung
Minsan
Hindi
246
ANTAS III – PLANO SA PAGKATUTO
MGA PLANO SA PAGKATUTO
K. PANIMULANG GAWAIN
Balik-Aral
Sagutin ng mga mag-aaral ang puzzle sa ibaba. Hanapin at kulungin ang katangi-tanging ugaling minana natin
sa ating mga ninuno.
M
A
S
A
M
B
A
H
I
N
M
A
A
M
V
A
R
Y
N
A
A
A
M
A
S
U
N
U
R
I
N
N
T
A
M
R
I
A
L
R
L
U
P
U
G
D
B
R
P
S
O
R
C
D
L
A
L
M
A
T
A
P
A
T
E
U
L
R
S
R
R
L
G
E
U
R
N
A
L
R
L
C
R
N
P
C
M
G
N
O
D
G
R
P
M
D
E
E
I
G
A
M
A
L
I
K
H
A
I
N
Pagganyak
Pakinggan ang awit na Ako ay Pilipino ni Kuh Ledesma
Itanong ang mga sumusunod:
Tungkol saan ang awit?
Ano-anong magagandang katangian ang isinasaad ng awit tungkol sa mga Pilipino?
Ano-ano ang inyong nararamdaman habang pinakikinggan ninyo ang awit?
Bilang isang batang Pilipino ano ang magagawa mo para sa ating bansa?
L.
PANLINANG NA GAWAIN
5.
Paglalahad
Basahin ng mga mag-aaral ang sanaysay na pinamagatang “Mga Katutubong Ugali at Saloobin.”
Ibigay nila ang kahulugan ng mga sumusunod na salita ayon sa gamit sa sanaysay:
1.
2.
3.
4.
5.
katutubong ugali
hadlang
pananalig
saloobin
nasamsam
(Mga sagot: (1) likas (2) balakid (3) pananampalataya (4) kalooban (5) nailit)
247
6.
Pagtatalakayan
Magbuo ng pitong pangkat. Bawa’t isa ay bigyan ng isang katutubong ugali at saloobin. Sagutin
nila ang mga sumusunod na tanong:
1.
2.
3.
4.
Paano pinakikita ng mga Pilipino ang kanilang ugali at saloobin?
(Ang bawat pangkat ay sasagot ayon sa katangiang kanilang binasa)
Ano-ano ang kabutihan ng ugali at saloobing ito?
Ano-ano naman ang di kanais-nais na dulot ng ugali at saloobin na ito?
Sa iyong pagtingin, paano makatutulong ang mga ugali at saloobing ito sa pag-unlad ng
ating bansa?
M. PAGLALAHAT
Gabayan ang mga mag-aaral upang mabuo ang sumusunod na konsepto:
May mga katangi-tanging ugali tayo na nagpapakilala ng ating pagkaPilipino na kailangang isalin sa gawa para sa ikauunlad ng ating bansa
N. PAGLALAPAT
Talakayin ang mga sagot ng mga mag-aaral sa SA ANTAS NG PAG-UNAWA at bigyan ng kaukulang pansin
ang nararapat na ipakitang saloobin.
Bigyan ng ilang minuto ang mga pangkat upang makapaghanda ng dula-dulaan na nagpapakita ng ugali at
saloobin na nakatalaga sa pangkat.
Ipakita ang dula-dulaan sa klase.
O. TAKDANG ARALIN
Gumuhit ng larawan na nagpapakita ng mga bagay na kaya mong gawin upang makatulong sa kaunlaran
ng bansa.
Mga Sanggunian
Castaňo, P. (ed). Ang Bayan Kong Mahal. Sibika At Kultura 3. Abiva Publishing House. Quezon City. 1998.
pp. 88-98
Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept Paper for the
Public Education on the Rule of Law Advancement and Support (PERLAS). Manila. LIBERTAS Project.
PD 603, Child and Youth Welfare Code, Art. 4 (Responsibilities of the Child)
Mga Kakailanganing Kagamitan
CD ng Awit: Ako ay Pilipino
Mga Larawan
248
Rubrik
Kraytiya
Kraytiya sa Pagtataya
Napakagaling
Magaling
(10 pts)
(7-9 pts)
Katamtaman
ang Galing
(4-6 pts)
Mahina
(0-3 pts)
8.
Ang halimbawa ay nagpapakita ng
ugali at saloobin ng Pilipino.
9. Ang dula-dulaan ay angkop sa ugali
at saloobing natutukoy.
10. Maayos at ayon sa tamang oras ang
dula-dulaan.
11. Maliwanag ang diyalogo at angkop
ang mga pagganap.
Kalahatan
Marka
249
APENDIKS
Ako ay Pilipino
ni Kuh Ledesma
Ako ay Pilipino
Ang dugo'y maharlika
Likas sa aking puso
Adhikaing kay ganda
Sa Pilipinas na aking bayan
Lantay na Perlas ng Silanganan
Wari'y natipon ang kayamanan ng Maykapal
Bigay sa 'king talino
Sa mabuti lang laan
Sa aki'y katutubo
Ang maging mapagmahal
CHORUS:
Ako ay Pilipino,
Ako ay Pilipino
Isang bansa isang diwa
Ang minimithi ko
Sa Bayan ko't Bandila
Laan Buhay ko't Diwa
Ako ay Pilipino,
Pilipinong totoo
Ako ay Pilipino,
Ako ay Pilipino
Taas noo kahit kanino
Ang Pilipino ay Ako!
Mga Katutubong Ugali at Saloobin
Daan-daang taon bago pa dumating ang mga Espanyol sa ating bansa, may maayos at mabuting uri na ng
pamumuhay ang ating mga ninuno. Marami silang katangi-tanging ugali at saloobin na nagpapakilala sa ating
pagka-Pilipino na ating maipagmamalaki. Mayroon sa mga ito na nakatutulong sa pag-unlad ng ating pamumuhay.
Mayroon din namang nakahahadlang.
Magalang at May Pananalig sa Diyos
Ang ating mga ninuno ay nananalig sa Diyos na tinatawag nilang ”Bathala” o “Maykapal”. Iginagalang nila ang
kanilang kapaligiran. Bago sila mangisda, kanila munang sinasabi, “Panginoon, kahit manawari’y makahuli ako
ngayon nang sapat para sa aming mag-anak.” Bago sila magtanim sila ay nag-aalay, “Panginoon, narito ang aming
taniman.”
Ang kanilang paggalang sa kapaligiran ay punong-puno ng aral para sa atin ngayon. Ipinaaalaala nila sa
atin na pag-ingatan at iligtas ang ating kagubatan. Ipinaaalaala nila na ang kukunin nating likas-yaman ay yaon
lamang husto sa ating pangangailangan. Itinuturo nila sa atin na alagaan muna natin ang pangangailangan ng ating
bansa at hindi ng sa mga dayuhan. Sinasabi nila sa atin na ang mga dagat, ilog, kabundukan, at iba pang likasyaman ay hindi maaaring ariin nino man. Ang mga ito ay pag-aari ng lahat ng mga Pilipino mula pa noong nakalipas
na panahon, ngayon, at sa darating pang mga taon.
250
Ang pananalig sa Diyos ay kanais-nais na saloobin. Nguni’t may mga taong iniaasa na lamang ang lahat sa
Diyos. Wala silang sinasabi kundi, “Bahala na ang Diyos sa amin. Hindi niya kami pababayaan.” Tama ba ang
ganitong saloobin? May kasabihang, “Tinutulungan ng Diyos ang tumutulong sa kanilang sarili.” Ano ang ibig
sabihin nito?
Masipag at Matiyaga
Sinasabi ng mga Espanyol na ang mga Pilipino raw ay tamad. May mga katibayan tayo na hindi ito totoo.
Ang mga naglalakihang simbahan na hanggang ngayon ay buhay ay ginawa ng mga Pilipino nang walang bayad.
Sinasabi rin na maging noong unang panahon, ang ating mga magsasaka ay sinisikatan na ng araw sa kanilang
palayan.
Kinikilala ang hagdan-hagdang taniman ng palay sa Banawe na kahanga-hanga kahit na sa mga dayuhan.
Isa itong malinaw na katibayan ng pagkamalikhain, likas na talino, tiyaga, at kasipagan ng mga ninuno nating mga
Ifugao.
Sa ngayon, kilalang-kilala sa buong mundo ang kasipagan at tiyaga ng ating mga inhinyero, doctor, narses,
guro, at mga manggagawa. Kumikita sila ng dolyar na kailangan ng ating bansa sa pagbili ng ating mga
pangangailangan. Malaki ang naitutulong ng mga manggagawang ito sa pagpapaunlad ng pamumuhay sa bansa.
Malikhain ang mga Pilipino
Nasa malikhaing tao rin tulad ng mga siyentipiko ang pag-asa ng bayan. Sa larangan ng agham at
teknolohiya, hindi nahuhuli ang mga Pilipino.
Alam mo ba na ang isa sa nagplano sa lunar module, ang sasakyang lumapag sa buwan, ay isang Pilipino
na nagngangalang Eduardo San Juan?
Si Agapito Flores, isang Pilipino, ang nag-imbento ng fluorescent tube na ginagamit sa buong mundo.
Ang karaniwang dyip na isinaayos sa ating bansa ay hinahangaan hindi lamang sa Amerika kundi maging
sa Europa rin.
Bago pa dumating ang mga Espanyol sa ating bansa, si Panday Pira na isang Pilipino ay nakagawa ng
kanyon. Pinagamit sa kanya ito ni Raha Soliman sa pakikipaglaban nila sa mga Espanyol na sumalakay sa Maynila.
Hinangaan ito ng mga pinunong Espanyol sa tibay at husay ng pagkagawa nang masamsam nila ito pagkatapos ng
labanan.
Si Dr. Juan Salcedo naman ang naglunsad ng pinakamalaki at di-kapani-paniwalang proyekto sa
kasaysayan ng panggagamot sa Pilipinas. Ito ang tinawag niyang “pinayamang bigas” o enriched rice. Nakilala si Dr.
Salcedo sa buong mundo dahil sa enriched rice na panlaban sa sakit na beriberi.
Nagkakabuklod ang mga Mag-anak
Maganda ang pagsasamahan at mahigpit na nagkaka-buklod ang mga mag-anak na Pilipino. Sama-samang
nabubuhay sa isang barangay ang mga magkakamag-anak sa pamamahala ng isang nakatatanda. Inaalagaan ng
mga magulang at tinuturuan ng maayos na pamumuhay ang kanilang mga anak. Inaalagaan naman ng mga anak
ang kanilang mga magulang at ibang kamag-anak pagdating ng kanilang katandaan. Ito ay bilang pagtanaw nila ng
utang na loob at paggalang sa mga nakatatanda.
Kung minsan, nagkakaroon din ng di-kanais-nais na epekto ang mahigpit na pagkakabuklud-buklod ng
mag-anak. Ang mga anak, kahit may pamilya na, ay umaasa pa rin sa magulang. Nakatira pa sila sa bahay ng mga
ito. Hindi natututo ang mga anak na mabuhay sa sarili nilang pagsisikap.
Mahilig sa Kasayahan
Mahilig ang mga Pilipino sa kasayahan. Nagdiriwang sila ng kapistahan ng mga santo, ng kanilang
kaarawan, pagbibinyag, at pagpapakasal ng kanilang mga anak. Ang mga pagdiriwang na ito ay nagsisilbing daan sa
pagkakaisa, pagtutulungan, at pagkakalapit-lapit ng mga magkakamag-anak at magkakapitbahay. Nagtutulungan
sila kung kapistahan ng bayan sa pagdaraos ng prusisyon, sa paggagayak ng daan, at sa pagpapalaro. Ang
pagtutulungang ito at pagkakaisa ay nakatutulong sa pag-unlad ng pamumuhay.
251
Ang pagdaraos ng kasayahan ay nakahahadlang naman sa pag-unlad ng pamumuhay kung ang mag-anak
ay mangugutang para lamang makapaghanda. Ang kanilang ginasta sa isang araw ay binabayaran nang ilang buwan
o maaaring isang taon. Ang ugaling ito ay nakahahadlang sa pag-unlad ng pamumuhay.
Makasining ang mga Pilipino
Ang mga Pilipino ay hindi lamang marunong mag-aliw at magsaya. Sila ay makasining din at kilala ang
kahusayan sa iba’t-ibang uri ng libangan. Ang ating mga pelikula, programa sa radio at telebisyon, labanan sa iba’t
ibang laro, at iba pang uri ng libangan ay patuloy ang pag-unlad. Ito ay nagpapakita ng kasipagan,
pagkamakasining, tiyaga, at malikhaing kakayahan ng mga Pilipino.
Nagbigay ng malaking karangalan sa bansa si Lea Salonga nang igawad sa kanya ang Lawrence Olivier
Award sa London at ang Tony Awards sa Amerika. Ipinakita niya sa buong daigdig na ang mga Pilipino ay di
nahuhuli sa mga dayuhan sa larangan ng sining. Hindi mo ba ikinararangal ang iyong pagka-Pilipino?
Nagtamo rin ang Pilipinas ng pangunahing gantimpala sa pandaigdig na timpalak na nilahukan nina Pilita
Corrales, Regine Velasquez, at Josephine “Banig” Roberto.
Sa pangkating sayaw, maipagmamalaki natin ang Bayanihan Dance Troupe at ang Barangay Dance Troupe.
Sa pagtugtog naman ng instrumentong pangmusika nariyan sina Gilopez Kabayao, Cecile Licad, at Ma. Rowena
Arrieta.
Sa isports, nagdala ng malaking karangalan sa bansa sina Gabriel “Flash” Elorde, Luisita Espinosa
,Mansueto Velasco, at Manny Pacquiao sa boksing. Gayon din si Lydia de Vega at Elma Muros sa takbuhan, Eugene
Torre sa chess, Paeng Nepomuceno sa bowling, at Carito Villaroman sa golf.
Matulungin at Nakikiisa sa Kapwa
Hindi lamang ang mga magkakamag-anak ang nagtutulungan kundi pati ang mga kasapi rin ng barangay. Ang
pagtutulungang ito o “bayanihan” ay matapat na tinutupad ng mga kasapi ng barangay sa lahat ng bagay.
Tingnan mo ang larawan ng kanilang pagtutulungan sa paglilipat ng isang bahay. Dito sa pagtutulungang
ito o “bayanihan” nagmula ang salitang bayani na ang kahulugan ay mapagmahal sa kapwa at sa bayan.
(Source: Castaňo, P. (ed). Ang Bayan Kong Mahal. Sibika At Kultura 3. Abiva Publishing House. Quezon City. 1998.
pp. 88-98.)
252
Antas:
Asignatura:
ARALIN / PAKSA:
Sesyon:
KAISIPAN:
Baitang 3
HEKASI
Mabuting Pamahalaan, Naglilingkod sa Mamamayan
Isang Sesyon
Tungkulin ng pamahalaan ang maayos na paglingkuran ang kanyang
mamamayan.
Ang bawat mamamayan ay may karapatang tumanggap ng paglilingkod ng
Pamahalaan
MGA BATAYANG KASANAYAN SA PAGKATUTO AYON SA BEC
III A 1. Nakikilala ang mga paglilingkod na tinatanggap sa Pamahalaan
III A2. Natutukoy ang mga kabutihang naidudulot ng mga paglilingkod ng Pamahalaan sa pag-unlad ng
pamumuhay
ANTAS I – INAASAHANG BUNGA
PAMANTAYAN
Naipamamalas ng mag-aaral ang pagkilala sa mga paglilingkod na tinatanggap sa Pamahalaan at
pagtukoy sa kabutihang naidududulot ng mga paglilingkod ng pamahalaan sa pag-unlad ng
pamumuhay.
KAKAILANGANING PAG-UNAWA
MAHAHALAGANG TANONG
Naipamamalas ng mag-aaral ang pag-unawa na
tungkulin ng pamahalaang paglingkuran nang
maayos ang mga mamamayan.
1. Paano tinutugunan ng Pamahalaan ang
pangangailangan ng mga mamamayan?
2. Anu-ano ang kabutihang naidudulot ng mga
paglilingkod ng Pamahalaan sa pag-unlad ng
pamumuhay .
KAALAMAN
KASANAYAN/ KAKAYAHAN
Nauunawaan ng mga mag-aaral na . . .
Ang mag-aaral ay. . . .
tungkulin ng pamahalaang paglingkuran nang
maayos ang mga mamamayan.
1. Natututkoy ang mga pagliligkod na
tinatanggap ng mga mamamayan sa
Pamahalaan
2. Naipapaliwanag ang kabutihang naidudulot ng
maayos na paglilingkod ng Pamahalaan sa
pag-unlad ng pamumuhay.
ang maayos na paglilingkod ng pamahalaan ay
nagdudulot ng pag-unlad sa pamumuhay.
253
ANTAS II - PAGTATAYA
SA ANTAS PAGGANAP
SA ANTAS NG PAG-UNAWA
Gumawa ng isang medalya o ribbon ng pagkilala
sa isang mabuting ligkod ng pamahalaan sa kanikaniyang komunidad. Sabihin o ilagay dito ang
kabutihang naidulot sa pamayanan ng kanyang
paglilingkod.
Kilalanin sa larawan ang paglilingkod ng
Pamahalaan. Sabihin ang kabutihang dulot ng
paglilingkod na ito.
Tingnan ang apendiks para sa mga larawan .
Gamitin ang Kraytirya sa Pagtataya para sa
Pagtataya
ANTAS III – PLANO SA PAGKATUTO
MGA PLANO SA PAGKATUTO
P. PANIMULANG GAWAIN
1. Balik-Aral
Piliin ng mga mag-aaral ang mga bilog na nagsasaad ng gawaing marangal at di
marangal at isulat ito sa kasunod na T-chart
Pagbebenta
ng smuggled
goods
Basurero
Metro Aide
Labandera
Magnanakaw
Pagbebenta
ng bawal na
gamot
254
T-CHART
Marangal
Di-Marangal
Ipapaliwanag sa mag-aaral kung bakit nasabi nilang marangal o di marangal ang mga gawaing
naunang ibinigay.
2.Pagganyak
Itanong sa mga mag-aaral:
Naranasan mo na bang maihalal sa pamunuan ng inyong klase?
Ano ang iyong ginawa nang ikaw ay mahalal?
Bakit dapat mong paglingkuran ng maayos ang iyong mga kamag-aral?
Sabihin: Tulad ng ninyo, tungkulin din ng pamahalaan ang paglingkuran nang maayos ang mga
mamamayan upang matugunan ang kanilang mga pangangailangan.
Masdan ng mag-aaral ang mga larawan sa ibaba. Tungkol saan ang mga ito?
255
Sabihin ng guro:
Patuloy ang paglilingkod ng pamahalaan tungo sa pag-unlad ng pamumuhay ng mga
mamamayan.
Suriin ng mga mag-aaral ang mga larawan at magbigay ng pahayag tungkol sa mga paglilingkod
na ipinahihiwatig nito.
Q. PANLINANG NA GAWAIN
7. Paglalahad
Pangkatin sa lima ang klase. Bawat pangkat ay bibigyan ng strip ng cartolina na may nakasulat
na halimbawa ng paglilingkod ng Pamahalaan. Pag-uusapan ng bawat pangkat ang tungkol sa
paglilingkod at ilahad ang kabutihang dulot nito.
256
UNANG PANGKAT
LIBRENG EDUKASYON SA MGA PAARALANG PAMPUBLIKO
IKALAWANG PANGKAT
PAGBIBIGAY PROTEKSIYON SA BUHAY AT ARI-ARIAN
IKATLONG PANGKAT
PAGPAPATAYO NG MGA HEALTH CENTERS
IKA-APAT NA PANGKAT
PAGBIBIGAY NG MURANG PABAHAY
IKA-LIMANG PANGKAT
PAGPAPAGAWA NG MGA TULAY AT KALSADA
Isunod ang pag-uulat ng bawat pangkat
8. Pagtatalakayan
Mula sa mga inaasahang sagot ng mga mag-aaral ay talakayin ang iba’tibang paglilingkod ng pamahalaan at kabutihang naidudulot nito.
Halimbawa – Libreng Edukasyon
Napapalawak ang antas ng karunungan at nabibigyan ng pagkakataon
ang lahat na makapag-aral lalo na ang mga hikahos sa buhay
9. Paglalahat
Itanong sa mga mag-aaral:
Anu-ano ang mga paglilingkod na tinatanggap ng mamamayan?
Anu-ano ang mga kabutihang naidudulot nito sa pag-unlad ng ating pamumuhay?
257
Gabayan ang mga mag-aaral na masabi ang sumusunod:

Ang pamahalaan ay tumutulong upang matugunan ang ating mga
pangangailangan.

Nagbibigay ang pamahalaan ng paglilingkod na pang-edukasyon,
pangkalusugan, pangkabuhayan, pangkatahimikan, at
pangkaligtasan.

Maraming kabutihang naidudulot ang paglilingkod ng pamahalaan
sa pag-papaunlad ng pamumuhay ng mga mamamayan.
10. PAGLALAPAT
Lagyan ng mga mag-aaral ng tsek (√) kung ang serbisyo ay ibinibigay ng Pamahalaan:
a. Nagbibigay ng tulong teknikal sa mga mangagawa
b. Nagpapatayo ng mga sinehan
c. Nagtatalaga ng mga pulis-trapiko
d. Nagbibigay ng libreng gamot at bakuna sa mga
maysakit
e.Nagbibigay ng perang pambili ng gamit sa bahay
f. Nagpapagawa ng daan at kalsada.
g.Pagtatalaga ng curfew sa mga kabataan
11. TAKDANG ARALIN
Sumulat ang mga mag-aaral ng isang talatang may limang
pangungusap.
Pumili ng isa sa dalawang paksa:
1. Mahalaga ang libreng pag-aaral
2. Mahalaga ang pangangalaga ng kalusugan
Mga Sanggunian
Sibika at Kultura 3 (Batayang Aklat) pahina 142-149
Makabayan sa Nagbabagong Panahon ni Violeta R. Roson, pahina 226-230
Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept Paper for the
Public Education on the Rule of Law Advancement and Support (PERLAS).Manila. LIBERTAS Project.
Mga Kakailanganing Kagamitan
Larawan ng isang maunlad na pamayanan
258
Larawan ng mga institusyon ng pamahalaan na nangangalaga sa mamamayan tulad ng paaralan, ospital,
o sentro ng kalusugan, bangko sentral, atbp.
Rubrik
Kraytiya sa Pagtataya
Kraytiya
1. Pagtukoy ng
kabutihang naidulot ng
paglilingkod ng kawani o
opisyal na bib igyan.
2. Pagkakagawa ng
Medalya
3. Pagkakalahad at
pagsasaayos ng mga
pangungusap.
Marka
Napakagaling
Magaling
Katamtaman ang
Galing
Mahina
(10 pts)
Malinaw na
natukoy
(7-9 pts)
Natukoy
(4-6 pts)
Hindi gaanong
natukoy
(0-3 pts)
Hindi natukoy
Malinis at maayos
ang pagkakagawa
Sa
pangkalahatan
ay maayos
Hindi gaanong
maayos at
malinis ang
pagkakagawa
Maayos at
malinaw ang
pagakakalahad
Maayos ngunit
hindi gaanong
malinaw
Hindi gaanong
maayos at
malinaw
Hindi malinis,
parang
minadali at di
angkop
ipamigay
Hindi malinaw
at maayos ang
pagkakalahad.
259
APENDIKS
Mga Probisyong Makakatulong sa Pagpaplalim g Kaalaman ukol sa Paksa


Constitution, Article II, Section 1: The Philippines is a democratic and republican State.
Sovereignty resides in the people and all government authority emanates from them.
Constitution, Article XII, Section 1: Public office is a public trust. Public officers and employees
must, at all times, be accountable to the people, serve them with utmost responsibility,
integrity, loyalty, and efficiency; act with patriotism and justice, and lead modest lives.
Panuto: Kilalanin sa larawan ang paglilingkod ng pamahalaan. Sabihin ang kabutihang dulot ng
paglilingkod na ito.
Pagbibigay proteksyon sa
Kabutihang
Buhay at ari-arian
naidudulot
________________________________
________________________________
________________________________
________________________________
Paglalagay ng elektrisidad
________________________________
________________________________
________________________________
________________________________
260
Paglilingkod Pangkalusugan
________________________________
________________________________
________________________________
________________________________
Libreng Pag-aaral
________________________________
________________________________
________________________________
________________________________
Pagpapagawa ng mga daan at tulay
na makabago
________________________________
________________________________
________________________________
________________________________
261
262
Grade Level:
Subject:
LESSON TITLE:
Time Frame:
CORE MESSAGE:
4
Science
Showing Concern for Persons With Disabilities: Everyone’s Responsibility
One session
It is the responsibility of everyone to show concern for persons with
disabilities and treat them the way we would want to be treated.
The government makes laws that protect persons with physical disabilities and
initiates projects that provide opportunities for them to be self-reliant and
productive citizens.
BEC Learning Competencies:
3.3 Show concern and right attitude towards persons with disabilities.
STAGE I - DESIRED RESULTS
ESTABLISHED GOALS
The pupils will be made aware of their responsibility to treat with respect and show concern for persons
with disabilities. The lesson explores the obstacles persons with disabilities face and promotes their right
to be treated with respect and to be given opportunities to contribute to society.
ENDURING UNDERSTANDING
Students will understand that . . .
Like all other people, persons with disabilities
deserve to be treated with respect.
People with disabilities can contribute to society.
ESSENTIAL QUESTIONS
1.
2.
3.
What are the common obstacles people
with disabilities face?
How can we show our concern and right
attitude towards them?
How does the government show concern
for them?
LESSON OBJECTIVES
Knowledge
Skills
Students will know . . .
Students will be able to . . .
1. show concern for persons with disabilities.
2. advocate for the right of persons with
disabilities to be treated with respect.
The common obstacles persons with disabilities
face
The efforts of the government to help them
The ways by which we can show concern for
persons with disabilities
263
STAGE II - ASSESSMENT EVIDENCE
PERFORMANCE TASK
COGNITIVE ASSESSMENT
By pairs, students will make a slogan
advocating the rights of handicapped persons.
They will make a chain out of the posters
showing these slogans by connecting them
with a yarn. Their work will be displayed
outside the room as an information campaign.
Read the following statements and determine
whether they show concern and positive attitude
towards people with disabilities. Draw a ma on the
blank before each number if the statement does
and a
if it doesn’t.
1. Avoid persons with disabilities because
they might suddenly harm you.
2. The government provides adequate health
care services to all to prevent disabilities
especially among children.
3. Do not sit on areas reserved for people
with disabilities when you’re in the LRT or
MRT..
4. Give persons with disabilities
opportunities to work .
5. Do not try to offer help when you see
persons with disabilities having difficulty
because they might think you are insulting
them.
STAGE III - LEARNING PLAN
A.
Motivation
Let the pupils temporarily experience having disabilities by having them do the following
activities:



Ask the children to draw a house (on a piece of paper) with their eyes closed.
. Say something without making any sound and see if they can accurately repeat what
you just said.
Ask children to stand on one foot only for thirty seconds.
Ask them how they felt in each of the activities. Was it difficult or easy to do?
Tell them that these are what persons with disabilities experience but despite their disabilities,
they manage to do the things we do.
Ask them how we can show concern and right attitude towards persons with disabilities.
B. Presentation
Divide the class into four groups. Assign them a question to answer. Give them 3
minutes to prepare their answer. They may employ any technique in presenting
their answer (speech, role-play, rap, pantomime)
264
Questions:
1. What can we do to show people with disabilities that we accept them?
2. What can we do to show people with disabilities that we care about them?
3. What does the government do to help people with disabilities feel that they
are accepted?
4. What rules or laws can you suggest which will help people with disabilities to
contribute to the society?
C. Discussion and Analysis
Process the answers given by the groups for each question.
Synthesize by stating that our positive attitude and concern towards them will make
them feel that they are accepted and that we care about them.
D. Generalization
Have students cite ways by which they can show concern and positive attit ude
towards people with disabilities. They can be termed as Guidelines for Showing
Concern and Positive Attitude Towards People with Disabilities.
(example, Do not discriminate against them or laugh at them.)
E. Application
By pairs, students will make a campaign slogan on how we should show concern and
positive attitude towards persons with disabilities. They will make a chain of the posters
showing these slogans by connecting them with a yarn. Their work will be displayed outside
the room as an information campaign.
F. Assignment
Make a research about famous people with disabilities. Write down their basic information and describe
some of their accomplishments.
References
Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept Paper
for the Public Education on the Rule of Law Advancement and Support (PERLAS). Manila. LIBERTAS
Project.
RA 7277, Magna Carta for Disabled Persons
265
Rubric
Kraytirya
12. Kaangkupan ng
pahayag / slogan
13. Kalinisan at
Kaayusan ng
Gawa
14. Pagiging
malikhain
Kraytirya sa Pagtataya
Napakagaling
Magaling
(10 pts)
Naaangkop at
malinaw na
nagpapahayag ng
konsepto
(7-9 pts)
Angkop sa
konsepto ang
islogang
nagawa
Malinis at maayos
ang pagkakagawa at
malinaw na nababasa
Malinaw na
nagpakita ng
pagkamalikhain at
orihinalidad
Malinis at
maayos sa
pangkalahatan
Kakikitaan ng
pagkamalikhai
n
Katamtaman ang
Galing
(4-6 pts)
Hindi gaanong
naipahayag ng
islogan ang
mensaheng nais
ipahatid
Hindi gaanong
malinis at maayos
ang pagkakagawa
Ang ideya ay
pangkaraniwan at
halatang kulang sa
pagkamalikhain
Mahina
(0-3 pts)
Hindi angkop at
hindi malinaw
ang islogang
nagawa
Hindi malinaw
at maayos ang
pagkakasulat
Hindi kakikitaan
ng
pagkamalikhain
at orihinalidad.
Marka
266
Appendix
REPUBLIC ACT NO. 7277
AN ACT PROVIDING FOR THE REHABILITATION, SELF-DEVELOPMENT AND SELF-RELIANCE OF DISABLED PERSONS
AND THEIR INTEGRATION INTO THE MAINSTREAM OF SOCIETY AND FOR OTHER PURPOSES.
Section 1. Title. — This Act shall be known and cited as the "Magna Carta for Disabled Persons."
chan robles virtual law library
Sec. 2. Declaration of Policy — The grant of the rights and privileges for disabled persons shall be guided by the
following principles:
(a) Disabled persons are part of Philippine society, thus the State shall give full support to the improvement of the
total well-being of disabled persons and their integration into the mainstream of society. Toward this end, the
State shall adopt policies ensuring the rehabilitation, self-development and self-reliance of disabled persons. It
shall develop their skills and potentials to enable them to compete favorably for available opportunities.
chan robles virtual law library
(b) Disabled persons have the same rights as other people to take their proper place in society. They should be
able to live freely and as independently as possible. This must be the concern of everyone — the family,
community and all government and nongovernment organizations. Disabled persons' rights must never be
perceived as welfare services by the Government.
(c) The rehabilitation of the disabled persons shall be the concern of the Government in order to foster their
capacity to attain a more meaningful, productive and satisfying life. To reach out to a greater number of disabled
persons, the rehabilitation services and benefits shall be expanded beyond the traditional urban-based centers to
community based programs, that will ensure full participation of different sectors as supported by national and
local government agencies. chan robles virtual law library
(d) The State also recognizes the role of the private sector in promoting the welfare of disabled persons and shall
encourage partnership in programs that address their needs and concerns.
(e) To facilitate integration of disabled persons into the mainstream of society, the State shall advocate for and
encourage respect for disabled persons. The State shall exert all efforts to remove all social, cultural, economic,
environmental and attitudinal barriers that are prejudicial to disabled persons.
267
268
Grade Level:
Subject:
Lesson Title:
Time frame:
Core Message:
4
English
Sovereignty of the Filipino People
2 sessions
Sovereignty resides in the people and all government authority emanates
from them
LEARNING COMPETENCIES
LISTENING: 6. Give the main idea of a selection listened to
SPEAKING: 5. Use the plural form of nouns in sentences
READING: 4.1 Identify the main idea that is implied or explicitly stated
STAGE 1- DESIRED RESULTS
ESTABLISHED GOAL
The people have a right to elect the leaders they want for their country. Sovereignty resides in the
people.
ENDURING UNDERSTANDING
ESSENTIAL QUESTION
The people can unseat their leaders if they are
found to be negligent of their duty.
How do we choose our Philippine president? What
happens during elections?
Lesson Objectives
1.
Give the meaning of
vocabulary words.
2.
Use the plural form of
nouns in sentences.
3.
Relate the main idea of
the selection to a given
situation.
4.
Understand that
sovereignty resides in
the people
Skills
Listening with empathy.
Conversation and
communication
Values
Trust and honor
269
STAGE II ASSESSMENT EVIDENCE
PERFORMANCE TASK
OTHER EVIDENCE
The children are asked to debate on a topic
related to the class.
The kids are asked to interview their parents or
other elders about their participation during the
EDSA people power, or simply to find what they did
during those days.
They choose their representatives who will
express their sentiments and suggestions.
Ex. Should toys be allowed inside the classroom?
Should buying food in the canteen be
compulsory?
Whose decision should prevail in the following
scenario?
1.
2.
3.
In deciding on school policies
At home, on discipline and curfew hours
In the country, who should elect a
president, all the qualified voters or the
rich only
STAGE III - LEARNING PLAN
Show pictures of the People Power Revolution at EDSA in 1986. Ask the pupils what they know
about the EDSA Revolution and People Power.
Show them pictures of the following leaders;Ferdinand Marcos, Cory A quino, Fidel Ramos
and Juan Ponce Enrile
Tell them that they will discuss the story about it in class.
(Note: The story should have been previously assigned to the pupils)
Presentation
The pupils identify the meaning of the underlined words in the sentences below. They encircle
the letter of the appropriate answer:
The house was awfully quiet except for the tiny crackle coming from the radio in the
kitchen.
a.
suddenly
b. strangely
c. very
d. often
Oh, Guido, the revolution has started!
a. war
b. noise
c. attempt to overthrow the government
Guido had little appetite for his breakfast.
a.
bad taste b. desire
c. excitement
“My party might not push through,” he thought anxiously.
270
a.
worriedly
b. hurriedly
c. with uncertainty
The pupils give the plural form of the following nouns and then use them in
sentences:
NOUN
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
invitation
radio
sandwich
news
child
woman
tank
friend
party
rosary
PLURAL FORM
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
Reading of the Selection
Tell the pupils that they will read a story about a boy who celebrated his birthday in a
very different way.
The pupils have been previously provided a copy of the reading, Guido’s
Birthday, by Rene Villanueva (See Appendix). Introduce the story by reading the title
and mentioning the author’s name. List down the characters of the story on the
board.
C. Discussion
After reading the story, guide the pupils in answering the following questions:
1.
Why was Guido very excited?
2.
Why were Guido’s parents not at home?
3.
What did his mother see at EDSA? Describe the scenes.
4.
How did Guido’s mother feel about what she witnessed?
5.
Why was there a people power revolution at EDSA?
6.
How did the people feel when the Marcoses finally fled?
The pupils trace the feelings of Guido throughout the event. Give descriptive words
that show his feelings at particular times:
1.
Three days before Guido’s birthday, he felt _________________
because _______________________________________________
271
2. When he woke up on February 23, he felt __________________
because _______________________________________________
3. When his mother called that afternoon and said, “Guido, son,
remember, we love you!” , he felt __________________________
because _________________________________________ ______
4. When his mother described what see saw at EDSA, he felt
______________ because ________________________________
5. When they went to EDSA to celebrate his birthday, he felt _____
because _______________________________________________.
D. Generalization
Guide the pupils in making a statement about the main idea of the story by
answering the following questions:
Why is Guido’s birthday party “The biggest party in the entire world?”
What made Guido’s birthday special?
What do you understand about the words “sovereignty”? “government”?
“authority”? “emanates”?
How did the 1986 EDSA revolution show that sovereignty resides in the
people and that all government authority emanates from them/
E. Application
The pupils form three groups and discuss the following:
How would you feel if your class president allows you to do only the things
he or she wants?
What can you do if your class president unreasonably
refuses to listen to you and your classmates, or disregards what has been
agreed upon in class?
The pupils share their answers with the class. Then they relate these to the cause of
the EDSA people power revolution in 1986.
References
 Guido’s Birthday, by Rene Villanueva
 RBEC English IV, Reading 1 Paterno, Ma.Elena, P and Herm osa, Nemah, N. (1996)Our
272


World of Reading Workbook 4. Anvil Publishing, Inc
Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept
Paper for the Public Education on the Rule of Law Advancement and Support (PERLAS). Manila:
LIBERTAS Project.
1987 Constitution, Preamble, Art. II, sec. 1 The Philippines is a democratic and republican State.
Sovereignty resides in the people and all government authority emanates from them.
Materials
Photo or illustration of the 1986 People Power at EDSA
Rubric for debate
Criteria
Persuasion/ public
speaking
Research
Teamwork/cooperation
Not so evident
Just reading the
lines, have not
internalized the
ideas
Unable to back up
their ideas with
sources
Some are not clear
about their roles,
they keep pointing
to other group
mates
Evident
Able to present their
ideas with out
reading their notes,
there are
unexplained pauses
Able to present their
sources
Everyone is aware of
his role. There is
respect for everyone
in the group
Highly Evident
Convincing and
credible.
Shows credible
sources and link it to
other ideas
Everyone is prompt
is doing his role, the
group enjoyed the
activity
273
APPENDIX
Guido’s Birthday
1
Rene O. Villanueva
(excerpts)
“Coke, ice cream, hot dogs, spaghetti…”
Guido was already thinking of the treats they would be serving for his ninth birthday. It was
only three days away. His mommy would probably help him make the party invitations that he would
be handing out to his classmates and friends, just like last ye ar.
“I wonder what gifts I will be getting?” Guido thought excitedly.
But when he woke up the next day, his Mommy and Daddy had already left the house. It was
February 23, a Sunday. The house was awfully quiet except for the tiny crackle coming from the radio
in the kitchen.
“Where are they?” Guido asked their helper, who was busy wrapping sandwiches.
“Oh, Guido, the revolution has started! Your parents left at the break of dawn —they were
headed for EDSA. They said they would be joining the peop le there, to help support Ramos and Enrile
against Marcos. Here, listen to the radio. It’s been saying that there is a huge crowd gathering at
EDSA.”
“Is Mommy coming back soon?” Guido suddenly remembered the invitations, which still had
to be made.
“Your Daddy said he’d be coming over before lunch to get these sandwiches. Here, have some
breakfast first.”
Guido had little appetite for his breakfast. “Just two days more before my birthday. My party
might not push through,” he thought anxiously. His Daddy did not come by for the sandwiches. His
Mommy didn’t come home either. That day, Guido did not even bother going out on his bike. He
didn’t care to watch some videos. He just spent the whole day listening to the radio.
He was able to put the news together, bit by bit. Ramos and Enrile had cut off their ties with
Marcos. They had turned to Cardinal Sin for support. People had rushed to Camp Crame to protect
the soldiers from Marcos’ loyal forces. His Mommy called that afternoon to ask ho w things were at
home. Guido wanted to mention his birthday but it didn’t feel right, because he heard the worry in
his Mommy’s voice. “Guido, son, remember, we love you!” Then she hung up.
It was already late at night when his Mommy and Daddy finally came home. It was then he
found out that they were at the barricades, and that was why they could not come home immediately.
“Oh, Guido, how I wish you saw what happened,” his Mommy said. “We were right in front of
the Marines who had such dark skins and bore such huge rifles. They looked so young! Yet they
Source: Villanueva, R. “Guido’s Birthday” in A World of Reading Workbook 4. Manila: Anvil
Publishing Inc.
1
274
couldn’t look at us straight in the eye. They didn’t even smile. Behind them were the tanks. I didn’t
know they were so massive just like gigantic turtles.
Then this woman bearing a cross walked up to them and she said, “Peace, brod.” The soldier
avoided looking at her. “We’re just following orders,” he said. “We’re both Filipinos,” the woman
said. “I have children, only I left them at home. My husband is working abroad because he couldn’ t
find any work here. Don’t harm us. We just want to fight for our freedom. You should join us!”
“The woman began to sing Bayan Ko. We all sang with her. She began to cry. Everyone
around me started crying, too. And I saw the soldier who stood in front of her wiping away his tears,
too. Suddenly, the tanks began to advance. Everyone shouted in alarm. We linked arms. The woman
with the cross ran in front of the tank. “Peace brod.” God loves you! Brod, we love you!’ We all
followed her lead. We surrounded the advancing tanks. Then we heard the official’s command. He
ordered the tanks to back up and retreat. We jumped in our great joy. We embraced each other and
cried and shouted for joy till the tanks had retreated to quite a distance.”
The next day, classes were suspended.
He was now nine years old.
February 25, 1986.
It was Guido’s birthday.
“Happy birthday, Guido,” greeted his Daddy. His Mommy gave him a kiss and a hug. “I’m
having the food for your party prepared,” his Mommy sai d.
“Aren’t you going to EDSA today?” Guido asked.
“Oh, we are – and you’re coming with us.”
“We’re going to celebrate your birthday there. That’s where we’ll throw your party. You’ll
have the biggest party in the entire world,” his Daddy said with a grin.
At EDSA, Guido saw the biggest crowd he had ever seen in his life. There were nuns, young
men in habits, young people with yellow ribbons tied around their heads. There were children of his
age as well. There were elderly people who grasped rosa ries and were praying. The road was filled
with people. It was like he was in the middle of the ocean and around him was wave after wave of
brown faces of different shapes-sweaty, with eyes squinting at the sun, yet smiling.
Guido’s Daddy carefully placed nine candles on top of the cake. He fished out his lighter from
his pocket and then lighted the candles. The song slowly rose around him. People he didn’t even
know were singing “Happy birthday, Guido.” Around him were mouths from varied brown face s,
singing. He knew none of these faces, but he felt that all of them were cheerfully celebrating with
him.
“Make a wish! Make a wish!” a nun shouted from somewhere behind him. People started
applauding around him. His Daddy hugged and kissed him whil e his Mommy took photos after photos.
It was already very dark when Guido was overcome by exhaustion. He overheard his Daddy
whisper to his Mommy, “Let’s bring him home first.” They were already headed home, pulling away
from the thousands and thousand s of people, when his Mommy suddenly came to a halt. “Wait, let’s
listen to the news.” They made their way to a small knot of people gathered around a radio.
“Marcos has fled the country! They’ve left Malacañang. We are free again!”
Guido was swept up by his Daddy and was showered with kisses. In an instant, the whole
stretch of EDSA was filled with people who seemed to be in unison in jumping up and down for joy. It
seemed like, suddenly, the whole world was rejoicing. People danc ed, embraced one another, shook
each other’s hands, kissed each other’s cheeks, and everyone was shouting “Co -ry! Co-ry!” Some set
275
tires on fire in the middle of the road. Some lit firecrackers. The honking of horns was endless.
“We’re free at last! The dictator has fled!”
Guido alone knew that when he blew out the birthday candles, he had whispered to himself: “I
wish Marcos would finally go away!”
His birthday wish was granted. And this was a secret he would never tell anyone.
Additional Reference:
Miranda, B. 2008. English for You and Me 4. Manila: Book Wise Publishing House, Inc. pp. 135-141
276
The February 1986 Revolution People Power Revolution
Source: http://www.congress.gov.ph/about/index.php?about=history
Photo courtesy of Joey de Vera
An iconic photo of the EDSA Revolution in the Philippines in February 1986 showing hundreds of thousands of
people filling up Epifanio delos Santos Avenue (EDSA). The view is looking northbound towards the Boni Serrano
Avenue-EDSA intersection.
This image was published in People Power: The Philippine Revolution of 1986: An eyewitness history, among other
historical books.
Source: http://tl.wikipedia.org/wiki/Talaksan:EDSA_Revolution_pic1.jpg
277
278
Grade Level:
Subject:
LESSON TITLE:
Time Frame:
CORE MESSAGE:
4
English
Actions and their Consequence
Two Sessions
Every action has a corresponding consequence.
We are responsible for the consequences of our actions.
LEARNING COMPETENCIES:
LISTENING 3.Recognize pauses and stops in utterances that signal meaning
READING 8.2 Give cause-effect relationship in paragraph/passages read
WRITING 4 Write a paragraph/short story from one’s experience
STAGE I - DESIRED RESULTS
ESTABLISHED GOAL
Students demonstrate understanding of the idea that for every action, there is a consequence
ENDURING UNDERSTANDING
ESSENTIAL QUESTIONS
Students will understand that . . .
The consequences of a person’s actions may be positive
or negative. To avoid the negative consequences, we
must obey rules.
1.
2.
Why should we be careful with our actions?
How do rules regulate our behavior?
LESSON OBJECTIVES
Knowledge
Skills
Students will know . . .
Students will be able to . . .
1.
2.
1.
2.
3.
3.
That laws are created to regulate human behavior
That the inability to obey laws can lead to negative
consequences
Why we should not strike back when hurt by
somebody
4.
5.
Analyze the actions of the main character
Describe the consequences of such actions
Write an outline of the story, tracing the
cause and effects of the main character’s
actions
Define vocabulary words based on context
Explain the consequences of not following
rules and breaking the law.
STAGE II - ASSESSMENT EVIDENCE
PERFORMANCE TASK
OTHER EVIDENCE
Have you broken any rule? Recall the incident.
What did you do? What happened as a result of
what you did?
Write a narrative about your experience where you
suffered the consequences of your action. It may
Complete the story:
Prepare a sheet of manila paper with numbers on it (see
Chart below). Inform the class that they are to retell the
story by outlining the story read. The first pupil supplies
the first sentence, to be followed by another, until the
279
have happened at home, in school or in the
community. Narrate the incident citing the people
involved, the place and time it happened. Include
dialogue to show the feelings of people in the
story.
Use the Evaluation Chart for assessment
story is completed. Each pupil has to write the sentence
he/she gives. After the story is completed, the whole class
will read the story they have written.
Story: What have You Done, Davy?
1.
2.
3.
4.
5.
STAGE III - LEARNING PLAN
PROCEDURE AND ACTIVITIES
M. MOTIVATION
The children choose their partners and talk about the questions below:
How would you feel if something wrong was done to you?
What do you think should be done when something wrong is done to you?
Discuss the children’s answers. Tell them that it is not proper to strike back at someone who has hurt you.
N. PRESENTATION
Before class, the teacher assigns the following words to the students. They use the dictionary to give
the meaning of each word. Then they use each one in a sentence.
burrow
rumbling
cower
whacking
thump
gulp
smash
Stun
collapse
stammer
tremble
In class, the teacher asks volunteer students to give the meaning of the words and use them in
sentences. Elaborate on the meaning of the words until they understand them.
Before reading the story, the teacher reminds the pupils to listen carefully and th at they may ask
questions while the teacher is reading the story.
The teacher reads the story aloud to the class. Make sure to give emphasis on the vocabulary words
shown to the pupils, as well as the events which may provide answers to the questions pos ed at the
start of the story. Make the necessary pauses and stops in utterances that signal meaning.
O. DISCUSSION
Go back to the vocabulary words and ask the pupils to give the meaning of each word based on
context.
After reading the story, facilitate class discussion.
Where did the story take place?
Who is the main character? Who are the other characters?
280
What did Davy do to his brothers and sister?
How did they react to his carelessness?
What did mother say about Davy? Why did she say this?
How did Davy spend the rest of the day?
What did Father think of Davy?
What did the family do to Davy at the end of the day?
Identify the consequences of Davy’s carelessness by completing the table below:
Actions
1
Davy broke
Daisy’s toys
2
He knocked
down Donny’s
playhouse
3
He wrecked
Dan’s secret
burrow
Summary
P.
Davy’s
purpose
Davy’s Actions
Effects on
others
Their reaction
Davy’s
reaction
(This part is
deduced by
the students
from the
columns
above)
Wrong actions
caused by
carelessness
Eg: angry
Demanded
that Davy
rebuilt what
he destroyed
Eg: escaped
GENERALIZATION
Ask the students, “What conclusion can you make based on the table of consequences above?”
Guide the pupils to arrive at the following concept:
All actions have consequences. One has to face the consequences of his / her actions.
Q. APPLICATION
a. What can happen if everybody does as he / she pleases and disregards the law?
Post the rule on the board:
Civil Code, Art. 14
Penal laws and those of public security and safety shall be obligatory upon all who live or sojourn in the
Philippine territory, subject to the principles of public international law and to treaty stipulations.
Explain what the law means and then discuss how this rule can regulate people’s behavior.
b. BASED ON CURRENT EVENTS,
c. The teacher reads to the students a recent news story about a criminal conviction and
afterwards asks them the following:
1.
2.
What was the crime for which the accused was convicted?
Who did the accused harm when he committed the crime?
281
3.
4.
d.
What was the penalty imposed on the accused for his crime?
How do you feel towards the accused?
Allow the students to discuss the following questions with a partner. They prepare to share their
discussion in class:
What can be done to prevent such crimes?
What is the importance of laws?
R. ASSIGNMENT
Search a story from the Internet or newspapers about a case where somebody broke the law and suffered the
consequence of his action.
Give the following information:
Name of person involved _________________________
Action committed _______________________________
Law violated ___________________________________
Action of legal authorities _________________________
Effect on the person who violated the law ____________
Be prepared to narrate the news in class.
References
Weninger, B. and Tharlet, E. What Have You Done, Davy?
Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept Paper for the Public
Education on the Rule of Law Advancement and Support (PERLAS). Manila. LIBERTAS Project.
CIVIL CODE, Arts.14
PD 603 The Child and Youth Welfare Code
Materials
manila paper, markers
Rubric
Criteria
Evaluation Chart
Very Good
Good
(10 pts)
(7-9 pts)
Satisfactory
(4-6 pts)
Poor
(0-3 pts)
15. The narrative is about the student’s
experience
16. The consequences of his / her action
are clearly indicated
17. Dialogue was included in the
narrative to show how the action
affected other people
18. The narrative is interesting and
teaches that for every action, there is
a consequence
Total
Final Mark
282
APPENDIX
Civil Code, Art. 14
Penal laws and those of public security and safety shall be obligatory upon all who live or sojourn in the Philippine
territory, subject to the principles of public international law and to treaty stipulations.
PD 603 The Child and Youth Welfare Code
Art. 4. Responsibilities of the Child. - Every child, regardless of the circumstances of his birth, sex,
religion, social status, political antecedents and other factors shall:
(1) Strive to lead an upright and virtuous life i n accordance with the tenets of his religion, the
teachings of his elders and mentors, and the biddings of a clean conscience;
(2) Love, respect and obey his parents, and cooperate with them in the strengthening of the family;
(3) Extend to his brothers and sisters his love, thoughtfulness, and helpfulness, and endeavor with
them to keep the family harmonious and united;
(4) Exert his utmost to develop his potentialities for service, particularly by undergoing a formal
education suited to his abilities, in order that he may become an asset to himself and to society;
(5) Respect not only his elders but also the customs and traditions of our people, the memory of our
heroes, the duly constituted authorities, the laws of our country, and the principles a nd institutions of
democracy;
(6) Participate actively in civic affairs and in the promotion of the general welfare, always bearing in
mind that it is the youth who will eventually be called upon to discharge the responsibility of
leadership in shaping the nation's future; and
(7) Help in the observance of individual human rights, the strengthening of freedom everywhere, the
fostering of cooperation among nations in the pursuit of their common aspirations for programs and
prosperity, and the furtherance of world peace.
283
What Have You Done, Davy?2
Brigitte Weninger and Eve Tharlet
Davy was woken by the sun shining into his burrow. It was going to be a lovely day. He jumped
out of bed, his head full of plans. He would eat his breakfast as fast as he cou ld, and run down to the
riverbank to bark boats with his friend Eddie. But Davy started watching spiders spinning silken
threads and took far longer to eat his breakfast than he intended. He was the last rabbit to leave the
burrow.
Davy ran across the meadow, whacking the grass with a stick, sending up sparkling fountains
of dew. Then, suddenly, the stick flew out of his hand, sailed through the air, and landed right in front
of his sister, Daisy. “What have you done, Davy?” she shrieked. “You’ve broken my toys!” “S-sorry,”
stammered Davy, and he ran as fast as he could.
Davy came hurtling around the old oak tree at the edge of the forest -and ran straight to a
wall! Thumpety, bumpety, bump! Branches tumbled down all around him. “What have you done,
Davy?” shouted his brother Donny. “That’s my playhouse you’ve smashed. It took me ages to build and
now you’ve ruined it!” He picked up a branch and brandished it like a club, but Davy didn’t wait to get
hit. He ran away and hid, deep in the forest.
It was some time before Davy plucked up the courage to come out hiding and look around. He
liked the forest. The ground here was covered with soft, springy cushions of moss. Davy bounced from
one to another.
Bounce, bounce…oh no! Down he went into a deep, deep hole. “Wha t have you done Davy?”
shouted his brother Dan. “You’ve wrecked my secret burrow! Just wait till I get my hands on you!” But
Davy kicked himself free and ran away before his big brother could catch him.
Davy came back to the burrow at lunchtime. His stomac h was rumbling and no one was home.
Davy crept into the ladder-just to see what was in there, not to eat anything, of course! This is what
he saw: a turnip, some carrots, a bag of oats, and a big bowl of blueberries. Yum yum! Davy’s mouth
watered. He tasted one berry then another. They were so delicious he couldn’t stop. Suddenly Davy
heard voices. He hid behind the door.
Mother rabbit had come back, and Daisy was with her. “Davy was so naughty today,” Daisy
said. “He broke my toy animals. I’d like to
br eak his toys, too! Davy’s heart thumped. That wasn’t
fair! He hadn’t done it on purpose!
Before Mother could reply, Donny came in, shouting, “Davy has been so naughty today! He
knocked down my playhouse. You should never let him outside again!” Davy was s tunned. It had only
been an accident.
Then Dan came rushing in and said, “Davy had been so naughty today. He made my secret
burrow collapse! When I find him, I’m going to pull his ears!” Davy shivered. He hadn’t even known
the burrow was there until he fell in it! “Davy is a very bad bunny,” Daisy said crossly. “Davy doesn’t
mean to be bad,” said Mother. “He is a dear, clever bunny, but sometimes he’s careless. I’ll have a
serious talk with him when he comes home. Where is the little rascal?” nobody knew.
“Well,” said Mother. “He’ll be here soon enough. Come and eat, children. I’ve brought you
some fresh dandelion leaves, and there are blueberries for a special treat.” “Oh, no!,” thought Davy.
The blueberries! Davy trembled with fright. He had meant to try o nly a few of them.
Mother went to the larder and saw the empty bowl. Then she saw Davy, cowering behind the
door, with a purple stain around his mouth. “There you are you little scamp!” she said. Suddenly Davy
remembered what he usually did to make Mother smile. He opened his arms wide, put his head on one
side, and said, “How about a kiss?” “Certainly not,” Mother replied severely, “No kisses today. We are
all much too angry with you. What do you have to say for yourself?”
2
Source: Weninger, B. and Tharlet, E.__ “What Have You Done, Davy.”
284
There was silence. Then Davy gulp ed and said, very quietly, “I’m sorry. I’m really, really sorry. I
didn’t mean to do any of those bad things.” “Saying sorry isn’t good enough!” said his sister and his
brothers. “We’ll only forgive you when you make up for all the damage you have done.”
“What do you mean?” asked Davy. “You must mend all my broken animals,’” said Daisy. “And
fix my playhouse,” said Donny. “And help me dig out my burrow,” said Dan. Davy turned to his
mother. “But I wanted to play with Eddie today!” he protested. “Well that w ill have to wait until
tomorrow,” said mother calmly. “Because after you mend Daisy’s animals, fix Donny’s playhouse, and
dig out Dan’s burrow, you’re coming with me to pick blueberries!”
So Davy had a busy afternoon. He mended Daisy’s toy animals, and eve n found a pretty
feather to make one of them into a bird. He hammered stakes into the ground next to the old oak tree
and helped Donny to weave twigs between them. The playhouse they made was even better then the
old one. He dragged basket after basket of heavy soil away from the deep burrow that Dan had dug.
And then he hopped into the forest with Mother to pick fresh blueberries for supper.
That night Davy was very, very tired. He was dozing in a corner when Father Rabbit came
home. “Well,” said his father, “what have you done today Davy? You look tired out.” Davy hugged his
father and told him: “I made new fir-cone animals for Daisy and built a playhouse with Donny. Then I
helped dig out Dan’s burrow, and I’ve just been picking blueberries with Mother.” “You did all that in
one day?” said Father. “My, you have been busy!” And he said to Mother, “It sounds as if Davy has
been especially good and clever today.”
Mother, Daisy, Donny, and Dan all laughed. They laughed so hard that Davy had to laugh too.
He stood up, opened his arms wide, and he said, “How about a kiss now?” And they kissed him, one by
one.
285
286
Antas:
Asignatura:
ARALIN / PAKSA:
Sesyon:
KAISIPAN:
Baitang 4
MSEP
Ang Pagkakaisa sa Ilalim ng Mabuting Pamumuno
Dalawa
Kailangan natin ang mga pinuno upang magkaisa sa ating mga gawain at
upang magkaroon ng mapayapang lipunan.
MGA BATAYANG KASANAYAN SA PAGKATUTO
IA. Nakatutugon nang may pag-unawa sa iba’t ibang palakumpasan
ANTAS I – INAASAHANG BUNGA
PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa na mabuting pamumuno ay nagbubunga ng pagkakaisa
KAKAILANGANING PAG-UNAWA
MAHAHALAGANG TANONG
Naipamamalas ng mag-aaral ang pag-unawa
sa kahalagahan ng mabuting pamumuno
1.
2.
Paano mapapaunlad ang mga katangian ng
mabuting pamumuno?
Paano nagbubunga sa pagkakaisa ang
mabuting pamumuno?
KAALAMAN
KASANAYAN/ KAKAYAHAN
Nauunawaan ng mga mag-aaral na . . .
Ang mag-aaral ay. . . .
1.
1.
2.
Kailangan ng komunidad ang mabuting
pamumuno
Bawa’t isa ay may mahalagang papel na
ginagampanan tungo sa pagkakaisa
2.
3.
Natutukoy at nakakakumpas sa dalawahan,
tatluhan at apatang sukat
Naihahambing ang tungkulin ng isang
kundoktor ng musika sa tungkulin ng isang
pinuno ng komunidad
Naihahayag ang mabuting bunga ng maayos na
pamumuno sa komunidad
ANTAS II - PAGTATAYA
SA ANTAS PAGGANAP
SA ANTAS NG PAG-UNAWA
Basahin ang nasasaad sa Saligang Batas (Article XI
Sec. 1) tungkol sa tungkulin ng mga mamumuno.
Sagutin ng mga mag-aaral ang mga
sumusunod:
Magbuo ng pangkat. Iugnay ang inyong kaisipan sa
Paglalahat sa nasabing Saligang Batas. Paano
naipakikita ng kaisipang nabuo ng klase ang
Saligang Batas?
1.
2.
3.
Gumawa ng isang poster na nagpapakita ng
pakikipag-ugnayan ng isang pinuno sa mga gawain
Ano ang tungkulin ng kundoktor sa
musika?
Ano ang tungkulin ng pinuno sa
komunidad?
Paano maihahambing ang mga tungkulin
ng kundoktor at pinuno ng komunidad?
287
ng mga tao sa komunidad ayon sa Saligang Batas.
Gamitin ang Kraytirya sa Pagtataya para sa
Pagtataya
ANTAS III – PLANO SA PAGKATUTO
MGA PLANO SA PAGKATUTO
R. PANIMULANG GAWAIN
Pagganyak
Sa pangunguna ng guro, gawin ng mga mag-aaral ang ilang hakbang ng sayaw na balse. Pumili
ng musikang balse (hal: Leron, Leron Sinta) na napag-aralan na upang ito’y maawit ng mga
mag-aaral habang sumasayaw.
Pagkatapos ay talakayin kung paano sumusunod ang sayaw sa kumpas ng musika.
S. PANLINANG NA GAWAIN
12. Paglalahad
Sabihin sa mga mag-aaral na katulad ng mga hakbang ng sayaw na sumusunod sa kumpas, ang
musika ay may kumpas ding sinusunod. Ang mga musikero ay sumusunod sa kumpas ng
kundoktor ng musika.
Gawin ang mga sumusunod:
A. Ipakita ng guro ang kumpas ng huwarang ritmong 2/4, 3/4, at 4/4
B. Ipakita kung paano ang pagkumpas ng dalawahan, tatluhan o apatang sukat
C. Magpatugtog ng instrumento o musikang alam ng mga mag-aaral at iparamdam ang pulso at
ikumpas ito.
Basahin ng mga mag-aaral ang Ang Kundoktor ng Musika (Tingnan sa Apendiks)
13. Pagtatalakayan
Pag-usapan ang mga katangian at tungkulin ng isang kundoktor ng musika bilang lider o
pinuno ng symphon, orchestra o lipon ng mang-aawit (chorale group).
Ipaskil ang mga larawan ng mga instrumentong gamit sa Palabunibunyan. Isula t ng mga magaaral sa pisara ang mga pangalan nito.
Basahin nila ang Ang Palabunibunyang (Tingnan sa Apendiks). Pagkatapos ay talakayin ang
mga katangian nito.
Ano-ano ang mga instrumento sa Palabunibunyan?
Ano ang mga katangian ng Palabunibunyang?
Kailan ipinapalabas ang Palabunibunyan?
Bakit ito mahalaga sa kultura ng Maguindanao?
Ano ang tungkulin ng kundoktor ng Palabunibunyan?
288
T.
PAGLALAHAT
Gabayan ang mga mag-aaral upang maibigay ang sumusunod na kaisipan:
Ang konduktor ng musika ay napapanatili ang pulso, nakukontrol ang paghina at paglakas ng
tunog, nagbibigay ng direksyon, nagkukontrol, at nagmamaneho sa lahat ng aktong pang-musika
ng mga musikero sa ilalim ng kanyang pamumuno.
Ang isang pinuno ng komunidad ay kinakailangang may kakayahang makipag-usap at makipagugnayan tungkol sa mga gawain ng mga tao sa komunidad. Dapat niyang mapanatili ang
kapayapaan at pagkakaisa sa lahat ng oras. Ito ang katumbas ng ‘pagkumpas’ sa kanyang
pamumuno.
U. PAGLALAPAT
1.
Ikumpas ng mga mag-aaral ang Lupang Hinirang sa dalawang pulso.
2. Itala ang pagkakapareho at pagkakaiba ng isang pinuno at konduktor ng musika.
Ilagay sa gitna ng bilog ang pagkakapareho at ang pagkakaiba sa kaliwa at kanang bahagi ng mga bilog.
Pagkakaiba
Pagkakapareho
Pagkakaiba
Talakayin ang pagkakapareho at pagkakaiba ayon sa naitala.
V. TAKDANG ARALIN
Alamin kung sino ang sumulat/kumpositor ng Lupang Hinirang
Ipaliwanag sa isang sanaysay kung bakit ito nararapat sa 2/4 at hindi sa 4/4 na
Palakumpasan.
Mga Sanggunian
Ramirez, V. 2009. Ang Kundoktor ng Musika. Ang ‘palabunibunyan’
Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept Paper
for the Public Education on the Rule of Law Advancement and Support (PERLAS). Manila.
LIBERTAS Project
1986 Philippine Constitution, Art. XI, Sec 1
Mga Kakailanganing Kagamitan
289
musical instruments used in Palabunibunyan
Anumang recording na instrumental na may 2/4, 3/4 at4/4 na sukat o kaya ay sariling
gawa na tamburin at patpat
Mga larawan at maikling video clip ng mga sayaw
Rubrik
Kraytirya
Kraytirya sa Pagtataya
Napakagaling
Magaling
(10 pts)
(7-9 pts)
Katamtaman
ang Galing
(4-6 pts)
Mahina
(0-3 pts)
19. Ang poster ay nagpapakita kung
paano makipag-ugnayan ang
pinuno sa komunidad
20. Ang pakikipag-ugnayan ng pinuno
ay naaayon sa Saligang Batas
21. Maganda, makulat at maayos ang
pagkakagawa sa poster
22. Naipakita ng mga mag-aaral ang
maayos na pamumuno at
pagsunod sa pamunuan sa
paggawa ng poster.
Kalahatan
Marka
290
APENDIKS
Constitution, Article XI, Sec. 1
Public office is a public trust. Public officers and employees must, at all times, be accountable to the people, serve
them with utmost responsibility, integrity, loyalty, and efficiency; act with patriotism and justice, and lead modest
lives.
Ang Kundoktor ng Musika
Ang isang kundoktor ng musika ay isang pinuno ng pangkat ng mga musikero katulad ng orchestra, banda at choir.
Ang pananaw at pamunuan ng kundoktor ay mahalaga sapagkat ito ang nagtatalaga ng direksiyon ng pangkat ng
mga musikero.
Dahil dito, ang isang kundoktor ay dapat magkaroon ng mga sumusunod na katangian:
1.
2.
3.
4.
5.
6.
7.
May malalim na kaalaman sa musika. Dapat niyang naiintindihan ang lahat ng aspeto ng musika, katulad
ng tempo, dynamics at phrasing. Ito ay pinag-aaralan sa unibersidad.
Marunong tumugtog ng maraming instrument katulad ng gitara, byolin o piano.
Magaling bumasa ng musical score
Nakaririnig ng iba’t-ibang tono ng mga instrument habang pinakikinggan ang tono ng buong pangkat ng
musikero.
Nagagamit ang iba’t-ibang bahagi ng katawan katulad ng kamay, ulo, at gamit na baton, upang
makapaghudyat ng tama sa mga musikero
Nakabibigay ng positibong kritisismo sa mga musikero. May disiplina sa lahat ng bagay.
Nakapagpaplano ng programa, praktis at nakapamimili ng soloista
Ang ‘Palabunibunyan’
Ang ‘palabunibunyan’ ay isang pangkat ng malalakas na instrumento katulad ng kulintang, agung, gandingan,
debakan, at babendir ng Maguindanaon gong ensemble. Ang ‘palabunibunyan’ ay isang mahalagang bahagi ng
kultura at relihiyon ng mga Maguindanaon.
Ang mga piyesa sa ‘palabunibunyan’ ay may apat na kategorya: Binalig o Sirong, Sinulog, Tidtu at
Tagunggo. Ang unang tatlo ay tinutugtog sa iba’t-ibang piyesta. Ang Tagunggo ay para lamang sa ritwal na
sinasamahan ng sayaw na tinatawag na Sagayan.
Ang Sinulog ay mabagal ang tempo samantalang ang Tidtu naman ay mabilis.
291
292
Grade Level:
Subject:
LESSON TITLE:
Time Frame:
CORE MESSAGE:
4
English
Justice applies to all people
Two Sessions
Justice must be applied to everyone, regardless of their status in
society.
LEARNING COMPETENCIES:
READING: 7. Sequence events in the story
SPEAKING: 8. Use object pronouns
STAGE I - DESIRED RESULTS
ESTABLISHED GOAL
Students demonstrate understanding of how justice protects the rights and interests of people.
ENDURING UNDERSTANDING
ESSENTIAL QUESTIONS
Students will understand that . . .
We have a judicial system that guards against
abuse by those in power.
1.
2.
Why should justice be upheld?
How are the rights and interests of people
protected?
LESSON OBJECTIVES
Knowledge
Skills
Students will know . . .
1. That laws are based on the principles of justice
2. Justice protects the rights and interests of
people.
Students will be able to . . .
1. Interpret a quote on justice
2. Define words with the aid of a dictionary
3. Sequence events in a story
4. Identify object pronouns in sentences
5. Examine a scenario using lessons learned
about justice
6. Explain how justice protects the rights and
interests of people.
STAGE II - ASSESSMENT EVIDENCE
PERFORMANCE TASK
OTHER EVIDENCE
Using object pronouns, write a descriptive
paragraph about a scene in the story showing that
justice was applied in this situation.
The students will discuss answers to the following
questions:
1. What character traits of King Solomon are
worth emulating?
2. What character traits of the real mother
are worth emulating?
3. What do you think would King Solomon
Use the Evaluation Chart for assessment.
293
have done if neither of the two women
reacted?
STAGE III - LEARNING PLAN
PROCEDURE AND ACTIVITIES
S.
MOTIVATION
Post the quote on the board and explain what it means. Encourage the students to cite
situations as examples.
“Stand with anybody that stands right, stand with him while he is right and
part with him when he goes wrong. “
- Abraham Lincoln
T.
PRESENTATION
Unlocking of Difficulties with the aid of a dictionary
Ask the students to look up the following words in the dictionary. Then they will use each one
in a sentence:
1.
2.
3.
argue
decision
plead
Reading of the Selection
Tell the students that during the time of King Solomon, there was no judicial system that
guarded against abuse by those in power and protected the people’s rights and interests. There were,
however, leaders who led with great wisdom. One of them was King Solomon.
Divide the class into groups. Each group reads a part of the story from beginning to end.
Distribute strips of paper on which the following sentences are written. The pupils put them in
order on the board.
1.
One day, two women came to him each wanting to be given custody of a baby.
2.
“Honorable King, I beg you not to cut the baby. Just give the baby to the other
woman.
3.
King Solomon is known as a very wise and fair ruler.
4.
King Solomon decided to give the baby to the woman who was willing to give up
the baby.
5.
“Each one of you will have half of the baby,” King Solomon said.
(Answers: 3, 1, 2, 5,4)
294
The students encircle the object pronouns in each of the sentences. (me, him, her, us, them, you)
U. DISCUSSION
Discuss the story guided by the following questions:
a.
b.
c.
4.
5.
6.
7.
Who are the characters in the story?
Who is Solomon? Describe him.
What are the two women arguing about? Compare the reaction of the two women.
How did King Solomon settle the argument?
Who of the two women do you think is the real mother? Why?
If you were the real mother, how would you react?
If you were King Solomon, how would you solve the problem?
V. GENERALIZATION
Tell the students that the judgment of Solomon happened in Biblical times. Imagine if the story happened
today. Discuss the following questions with your seatmate. Be prepared to share your answers in class:
1.
2.
3.
4.
Where would the women bring their dispute?
Who would be the equivalent of King Solomon in today’s setting?
Who dispenses justice in today’s society?
(Answer: Judge).
How should a judge decide a dispute?
(Answer: Based on law and evidence)
Based on their answers, the students make a statement on the importance of having a judicial system.
W. APPLICATION
The pupils read the story and then answer the questions that follow:
Marcela lost her wallet in a classroom. A classmate told their teacher that it was Mario who
got it because he was the seatmate of Marcela. Mario was sent to the Office of the Principa l,
who talked to him for a long time. Then the principal talked to his parents. After that, Mario
was suspended for two days.
The teacher interviewed Marcela and Mario. She didn’t believe at once that Mario stole it.
She then asked Marcela to search her bag again. After searching her bag thoroughly, Marcela
found her wallet. She mistakenly thought that she lost it.
1.
2.
3.
4.
5.
Who lost a wallet?
Who reportedly got Marcela’s wallet?
How did the teacher respond to the problem?
Did the teacher believe at once that Mario was the one who got Marcela’s
wallet? What did she do?
Was it fair that Mario was suspended? Why?
X. ASSIGNMENT
Search the Internet for news showing a person who abused his power and was punished by the
law for doing so.
295
Read Sec 1 Art VII of the Philippine Constitution:
Judicial power includes the duty of the courts of justice to settle actual controversies involving rights
which are legally demandable and enforceable, and to determine whether or not there has been a grace
abuse of discretion amounting to lack or excess of jurisdiction on the part of any branch or instrumentality
of the government.
How does this law apply to the news you have chosen?
Be prepared to talk about it next meeting.
References
The Wisdom of Solomon, an adaptation
Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept
Paper for the Public Education on the Rule of Law Advancement and Support (PERLAS).
Manila. LIBERTAS Project.
Article 14, New Civil Code
Philippine Constitution. Sec. 1 Art VIII
Miranda, B. 2008. English for You and Me 4. Manila: Book Wise Publishing House, Inc. pp. 111115.
Materials
Strips of paper with sentences
Rubric
Evaluation Chart
Criteria
Concept/ Idea
development
Concept
application
Very Good
(10 pts)
Complete
description of
justice applied in a
situation using
object pronouns
Clearly and
completely
determined
whether or not
justice was applied
in Mario’s case
Good
(7-9 pts)
Limited description
of justice applied in
a situation using
object pronouns
Determined to a
limited extent
whether or not
justice was applied
in Mario’s case
Satisfactory
(4-6 pts)
Vague description
of justice applied in
a situation using a
few object
pronouns
Lacks assurance in
determining
whether or not
justice was applied
in Mario’s case
Poor
(0-3 pts)
Lacks description
of justice applied
in a situation
without using
object pronouns
Unable to
determine
whether or not
justice was
applied in
Mario’s case
Total
Final Mark
296
APPENDIX
Philippine Constitution. Sec. 1 Art VIII
Judicial power includes the duty of the courts of justice to settle actual controversies involving rights which are
legally demandable and enforceable, and to determine whether or not there has been a grave abuse of discretion
amounting to lack or excess of jurisdiction on the part of any branch or instrumentality of the government.
THE WISDOM OF SOLOMON
(An Adaptation)
King Solomon is known as a very wise and fair ruler. He always makes wise decisions regarding problems of his
people.
One day, two women came to him arguing about a baby. Both women claimed to be the mother of the baby.
Neither wanted to let go of the baby.
King Solomon thought for a while. Then he asked his soldiers to bring the baby to him and get a sword. Then he
said, “Since both of you claim that the baby is yours, then let us cut the baby into two parts. Each one of you will
have half of the baby. Perhaps both of you will be happy with this decision.”
One of the women remained silent. The other woman cried and pleaded to King Solomon, “Honorable King, I beg
you not to cut the baby. Just give the baby to the other woman”.
After having heard that, King Solomon decided to give the baby to the woman who was willing to give up the
baby.
297
298
Antas:
Asignatura:
ARALIN / PAKSA:
Sesyon:
KAISIPAN:
Baitang 4
GMRC / EKAWP
Ang Pagkakapantay-pantay sa Harap ng Batas
Dalawa
Ang lahat ay pantay-pantay sa harap ng batas..
MGA BATAYANG KASANAYAN SA PAGKATUTO
Kapayapaan at katarungan: Disiplinang pansarili 1. Nakasusunod sa mga batas na ipinatutupad ng
pamahalaang pambarangay
Lahat ay pantay-pantay sa harap ng batas.
Mahalagang sundin ang anumang batas upang magkaroon ng kaayusan sa lipunan.
ANTAS I – INAASAHANG BUNGA
PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa na ang batas ay dapat ipatupad ng walang pagtatangi o
diskriminasyon.
KAKAILANGANING PAG-UNAWA
MAHAHALAGANG TANONG
Naipamamalas ng mag-aaral ang pag-unawa
na lahat ay pantay-pantay sa harap ng batas.
1.
2.
Bakit mahalaga ang pagpapatupad ng batas ng
walang pagtatangi o diskriminasyon?
Bakit tayo dapat sumunod sa batas?
KAALAMAN
KASANAYAN/ KAKAYAHAN
Nauunawaan ng mga mag-aaral na . . .
Ang mag-aaral ay. . . .
1. Kahangahanga ang mga taong nagpapatupad ng
batas ng walang pagtatangi o diskriminasyon
2. Dapat sumunod sa batas ang lahat.
1.
2.
Nailalahad ang kahalagahan ng pagsunod sa
mga umiiral na batas at alituntunin ng
pamahalaan
Naipaliliwanag kung bakit ang mga batas at
tuntunin ay dapat ipatupad ng walang
pagtatangi o diskriminasyon
ANTAS II - PAGTATAYA
SA ANTAS PAGGANAP
SA ANTAS NG PAG-UNAWA
Itanong sa mga bata:
Gawin ng mga mag-aaral ang sumusunod na
pagsasanay:
Bakit kailangang ikaw ay sumunod sa batas?
Ilahad sa mga mag-aaral:
Ikaw ay naimbitahan sa isang handaan sa isang
Itanong sa mga mag-aaral:
Sumusunod ka ba sa mga batas o tuntunin?
May ilang batas na nakatala sa ibaba. Suriin ang
sarili at lagyan ng tsek ang sagot mo.
299
malaking hotel. Napansin mo na nandoon din
ang Mayor at mga konsehal ng bayan.
Pagkatapos ng kainan, napansin mo na ang
Mayor at mga konsehal ay naninigarilyo sa
kanilang upuan. Bawal manigarilyo sa
anumang pampublikong gusali.
Kanino mo dapat sabihin (Manager, Mayor, o isang
nakatatandang empleyado ng hotel) na may
naninigarilyo sa loob ng gusali gayong
ipinagbabawal ito? Ipakita sa diyalogo ang
magalang na pakikipag-usap. Isulat sa ibaba ang
diyalogo:
Mag-aaral: ___________________________
(Napiling kausap): ______________________
Mag-aaral: ___________________________
(Napiling kausap): _____________________
Mag-aaral: ___________________________
(Napiling kausap): ______________________
Gamitin ang Kraytirya sa Pagtataya para sa
Pagtataya
Mga batas /
tuntunin
“Pumila sa
pagpasok “
Palagi
Kung
Minsan
Hindi
“Dito itapon ang
nabubulok na
basura”
“Bawal pumitas ng
bulaklak”
“Bawal mag-ingay”
“Huwag umapak sa
damuhan”
“Huwag magkalat
sa kalye”
“Tumawid sa
tamang tawiran”
ANTAS III – PLANO SA PAGKATUTO
W. PANIMULANG GAWAIN
Pagganyak
Itanong sa mga mag-aaral ang mga sumusunod:
Nakaranas ka na bang tumawid sa kalye na may “traffic lights”?
Sumusunod ka ba sa batas trapiko?
Ano kaya ang mangyayari kung ang lahat ng mamamayan ditto sa Davao ay hindi sumunod sa
batas trapiko?
Sa ating Saligang Batas, nasasaad sa Preamble ang pagkakapantay-pantay ng lahat ng Filipino sa ilalim
ng batas. Ipaskil ang Preamble sa pisara (Tingnan sa Apendiks) . Basahin it ong mga mag-aaral at
salungguhitan ang mga salitang nagsasaad ng pagkakapantay-pantay sa ilalim bg batas.
X. PANLINANG NA GAWAIN
14. Paglalahad
Tumawag ng tatlong mag-aaral upang isadula ang nakahandang dula-dulaan sa Apendiks. Bigyan
ang tatlong mag-aaral ng dalawang minuto upang maghanda.
15. Pagtatalakayan
Talakayin ang mga sumusunod na tanong:
300
Paano binati ni Gng. Espera ang guwardiya?
Ano ang dahilan kung bakit nakatsinelas at walking shorts si Gng. Espera?
Ano ang kanyang pakay?
Ano ang sabi ng guwardiya?
Ano naman ang hinihiling ni Gng. Espera?
Ano ang desisyon ng guwardiya?
Bakit babalik na lamang si Gng. Espera sa ibang araw?
Ano ang masasabi mo tungkol sa guwardiya?
Ano ang mangyayari kung walang susunod sa patakaran?
Y.
PAGLALAHAT
Gabayan ang mga mag-aaral sa pagbuo ng konsepto sa pamamagitan ng mga sumusunod na tanong.
Mayroon bang batas na pangmayaman lamang? Pampulubi?
Bakit mahalaga ang pagsunod ng lahat ng tao sa batas?
Ano ang dapat nating tandaan tungkol sa pagpapatupad ng batas?
Lahat ay pantay-pantay sa harap ng batas.
Ang batas ay dapat ipatupad ng walang pagtatangi o diskriminasyon.
Mahalagang sundin ang batas upang magkaroon ng kaayusan sa lipunan.
Z.
PAGLALAPAT
Ilahad sa mga mag-aaral ang mga sumusunod:
Sa ating paaralan, dapat dumating sa tamang oras ang lahat.
Upang maiwasan ang palagiang pagdating na huli sa klase, mayroon tayong patakaran na
“Ang mahuhuli sa klase ay ililipat sa panghapon na klase.”
Ano ang masasabi ninyo tungkol sa patakarang ito?
Hayaang magbigay ng kuro-kuro ang mga magaaral.
Pagkatapos ay bigyang diin ang kahalagahan ng pagsunod sa patakaran:
Dapat dumating sa paaralan sa tamang oras. Ang dumarating ng maaga sa paaralan ay walang
mintis at nakapag-aaral na mabuti.
AA. TAKDANG ARALIN
Tanungin ng mga mag-aaral ang isang pinuno sa barangay. Itanong kung ano-ano ang mga batas na
ipinapatupad sa barangay. Panno ippinatutupad ang mga ito? Paano tinutupand ito ng mga mamamayan?
Ilista ito at iulat sa klase.
Mga Sanggunian
Ruiz-Dimalanta, R. and Datinguinoo, A. The Rule of Law in the Philippines, A Concept Paper for
the Public Education on the Rule of Law Advancement and Support (PERLAS) Project. Manila.
301
LIBERTAS. 2004.
Profile of the Filipino Stories of the Timeless Values, DECS,II pp.77-78
Batayang Aklat 4, pp. 150-151
Constitution Preamble
Mga Kakailanganing Kagamitan
Mga paskil at mga babalang nakasulat sa plakard o kartolina
Rubrik
Kraytirya
Kraytirya sa Pagtataya
Napakagaling
Magaling
(10 pts)
(7-9 pts)
Katamtaman
ang Galing
(4-6 pts)
Mahina
(0-3 pts)
23. Ang diyalogo ay tungkol sa hindi
pagtupag sa batas
24. Magalang ang pakikipagusap ng
mag-aaral, ayon sa diyalogo
25. Angkop ang mga sagot ng magaaral sa sinasabi ng manager
26. Ang diyalogo ay nagpapakita ng
pagmamalasakit ng mag-aaral sa
pagpapatupad ng batas
Kalahatan
Marka
302
APENDIKS
1986 Philippine Constitution
Preamble
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and humane society,
and establish a Government that shall embody our ideals and aspirations, promote the common good, conserve
and develop our patrimony, and secure to ourselves and our posterity, the blessings of independence and
democracy under the rule of law and a regime of truth, justice, freedom, love, equality, and peace, do ordain and
promulgate this Constitution.
Dula-dulaan
Ang Panauhin
(Senaryo:
Nais ni Gng. Espera na kausapin ang Kalihim kaya dumaan siya sa tanggapan. Dahil kagagaling niya sa
palengke, siya ay naka tsinelas at walking shorts.
May patakarang ipinaiiral ang tanggapan. Bawal ang pumasok na naka-tsenilas at walking shorts maging ito ay
bisita o empleyado.).
Gng. Espera:
Guwardiya:
Gng. Espera:
Guwardiya:
Gng. Espera:
Guwardiya:
Good morning, po. Nais ko sanang makausap ang Kalihim.
Good morning po. Ginang, bawal pong pumasok ang naka-tsenilas at naka-walking shorts sa aming
tanggapan, bisita man o empleyado. Yan po ay patakarang aming pinaiiral.
Ganon ba? Naku, galing kasi ako sa palengke at dumaan dito para di ko na sasadyain mamaya.
Marami pa kasi akong gawain sa bahay. Gusto ko lang makausap ang Kalihim.
Pasensiya na po kayo, hindi ho pwede dahil pinaiiral po naming ang aming patakaran ng walang
pagtatangi kanino man
Kung gayon ay babalik na lamang ako sa ibang araw. At hindi na ako magtsi-tsinelas at walking
shorts upang siguradong makausap ko ang Kalihim. Maraming Salamat sa iyo, mamang Guwardiya.
Wala pong anuman. Mabuti nga po ang bumalik na lamang kayo.
303
304
Antas:
Asignatura:
ARALIN / PAKSA:
Sesyon:
KAISIPAN:
Baitang 4
Edukasyon sa Kagandahang Asal at Wastong Pag-uugali
Pagpapahalaga sa Pambansang Kapakanan
Dalawang Sesyon
Tungkulin ng lingkod bayan na unahin ang kapakanan ng mamamayan.
Mahalagang italaga ang sarili para sa kapakanan ng pamayanan.
MGA BATAYANG KASANAYAN SA PAGKATUTO
Kapayapaan at katarungan: Disiplinang pansarili 1. Nakasusunod sa mga batas na ipinatutupad ng
pamahalaang pambarangay
ANTAS I – INAASAHANG BUNGA
PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa sa pagtatalaga ng sarili para sa kapakanan ng pamayanan.
KAKAILANGANING PAG-UNAWA
MAHAHALAGANG TANONG
Naipamamalas ng mag-aaral ang pag-unawa
sa kahalagahan ng paglilingkod sa pamayanan.
1.
2.
Paano maipakikita ang pagpapahalaga sa
pamayanan?
Bakit natin kailangang pahalagahan ang ating
pamayanan?
KAALAMAN
KASANAYAN/ KAKAYAHAN
Nauunawaan ng mga mag-aaral na . . .
Ang mag-aaral ay. . . .
Ang tunay na naglilingkod sa bayan ay
pinahahalagahan ang pamayanan bago ang sariling
kapakanan.
1.
2.
Naipaliliwanag ang kahalagahan ng isang
Lingkod Bayan.
Nailalahad ang kahalagahan ng
pagtatalaga sa sarili para maglingkod sa
pamayanan.
ANTAS II - PAGTATAYA
SA ANTAS PAGGANAP
SA ANTAS NG PAG-UNAWA
Gawin ng mga mag-aaral ang sumusunod:
Gawin ng mga mag-aaral ang sumusunod na
pagsasanay:
Lagyan ng tsek ang iyong gagawin upang
makatulong sa Operasyon Linis ng inyong
pamayanan.
__1. Maglalaan ako ng oras tuwing Sabado at
Linggo upang maglinis sa tapat ng bahay namin.
__2. Ipag-uutos ko sa nakababatang kapatid ang
paggawa ng gawaing inatas sa akin ng Operasyon:
Linis Committee.
Lagyan ng (√) tsek ng mag-aaral ang bawat patlang
kung ang pangungusap ay mahalagang ambag ng
isang Lingkod Bayan at (X) ekis kung hindi.
____ 1. Tahimik at maayos ang pamayanan
____ 2. Marunong bumasa at sumulat ang mga
mag-aaral
____ 3. Marumi ang kapaligiran
305
__3. Imumungkahi ko sa mga nanunungkulan ang
pagbuo ng Batang Brigada sa Kalinisan.
__4. Gagawin ko ang pagbubukod-bukod ng basura
sa bahay.
__5. Hahayaan ko na lang na may dumaang
basurero upang kumuha ng basura namin.
____ 4. Malulusog ang mga mamamayan
_____ 5. Disiplinado ang lahat ng tao
_____ 6. Sira-sira ang mga kalye
(Inaasahang sagot: (1) √ (2) x (3) x (4) √ (5) √ (6) x)
Mamili ng kapareha at gumawa ngdula-dulaan na
nagpapakita ng isa sa mga Gawain.
Gamitin ang Kraytirya sa Pagtataya para sa
Pagtataya
ANTAS III – PLANO SA PAGKATUTO
MGA PLANO SA PAGKATUTO
BB. PANIMULANG GAWAIN
Pagganyak
Pag-uusapan ng mga mag-aaral ang mga larawan na nagpapakita ng paglilinis ng paaralan.
Talakayin ang mga ito.
Sino-sino ang nasa larawan?
Ano ang kanilang ginagawa?
Saan kaya ito nangyari?
Kung ikaw ay isa sa kanila, gagawin mo ba ang mga ginagawa nila? Ipaliwanag ang iyong
sagot.
CC. PANLINANG NA GAWAIN
16. Paglalahad
Tumawag ng isang mag-aaral na magbibigay- ulat tungkol sa Operasyon: Alis Sakit (Tingnan
ang Apendiks).
Bilugan ang bilang ng mga bagay na dapat ginagawa ng isang Lingkod Bayan:
1.
Simpleng pamumuhay
2.
Agad binibigyan pansin ang nangangailangan ng tulong
3.
May pag-iisip na “Ako muna, bago kayo”
4.
May pag-iisip na “Sige po, kayo ang mauna”
Itama ang mga maling sagot ng mga mag-aaral at ipaliwanag kung bakit ito mali.
17. Pagtatalakayan
Sagutin ng mga mag-aaral ang mga sumusunod na tanong:
306
Tungkol saan ang nakapaskil?
Anong proyekto ang inilunsad ng punong-guro?
Bakit niya ito inilunsad?
Sino-sino ang tumulong sa proyektong ito?
Paano nila isinagawa ito?
Nagtagumpay ba sila? Patunayan.
Bilang isang mag-aaral, paano ka makatutulong sa proyektong nabanggit?
Itala sa pisara ang sagot ng mga mag-aaral.
Itanong muli:
Sino ang nagpasimula sa proyekto?
Ano ang kanyang katungkulan?
Bakit mahalaga ang tungkuling ginagampanan ng mga Lingkod Bayan?
Ipaliwanag ang kahalagahan ng pagpapahalaga sa pamayanan bago ang sariling kapakanan
DD. PAGLALAHAT
Ipaskil ang tatlong putol ng kartolina na nakasulat ang sumusunod:
Ang Lingkod Bayan, dapat
Ipinagpapaliban ang pansariling
kapakanan
Upang matugunan ang kapakanan ng
mamamayan
Pag-aralang mabuti ang mga salitang nakasulat.
Pagdugtong-dugtungin ang mga ito upang makabuo ng isang kaisipan bilang sagot sa mga
sumusunod na tanong:
Ano ang katangian ng punong-guro ng San Luis bilang isang Lingkod Bayan?
Ano ang dapat gawin ng isang opisyal pampubliko tulad ng punong-guro sa paaralan
ng San Luis upang maipakita niya ang pagpapahalaga sa kapakanan ng
mamamayan?
EE. PAGLALAPAT
Lutasin ng mga mag-aaral ang mga sumusunod na senaryo:
1. Nakita mong marumi ang inyong bahay . Hihintayin mo pa bang utusan ka ng nanay mo
na maglinis? Ipaliwanag ang sagot.
2. Pagdating sa paaralan, dali-daling nagwalis ng silid-aralan si Lito. Anong uri ng mag-aaral
si Lito? Ipaliwanag ang sagot.
FF. TAKDANG ARALIN
307
Gumupit ang mga mag-aaral sa pahayagan ng larawan na nagpapakita ng mga mamamayan na
nagmamalasakit sa pamayanan. Magsulat ng tatlong pangungusap na naglalarawan sa ginagawa ng mga
tao sa larawan.
Mga Sanggunian
Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept Paper for the
Public Education on the Rule of Law Advancement and Support (PERLAS). Manila. LIBERTAS Project.
Constitution, Art. XI, sec. 1.
Section 1. Public office is a public trust. Public officers and employees must, at all times, be accountable
to the people, serve them with utmost responsibility, integrity, loyalty, and efficiency; act with
patriotism and justice, and lead modest lives.
PELC 1.1. p.28
Isang balita sa pahayagan ukol sa paglaganap ng sakit
Mga Kakailanganing Kagamitan
Isang paskil tungkol sa Operasyon: Alis Sakit
Larawan ng mga mag-aaral na tumutulong sa paglilinis ng paaralan
Rubrik
Kraytirya
Kraytirya sa Pagtataya
Napakagaling
Magaling
(10 pts)
(7-9 pts)
Katamtaman
ang Galing
(4-6 pts)
Mahina
(0-3 pts)
27. Ang halimbawa ay nagpapakita
kung paano makatutulong sa
Operasyong Linis ng pamayanan.
28. Ang dula-dulaan ay angkop sa tema.
29. Maayos at ayon sa tamang oras ang
dula-dulaan.
30. Maliwanag ang diyalogo at angkop
ang mga pagganap.
Kalahatan
Marka
308
APENDIKS
309
Babasahin
Operasyon: Alis Sakit!
Maagang pumasok si Genie sa paaralan ng araw na iyon. Napansin niya ang isang paskil sa may pintuan ng
paaralan. Binasa niya ito:
Napag-alaman na ang sanhi ng pagdami ng bilang ng mga batang lumiliban ay
ang pagkalat ng sakit at ang maruming paligid. Nagkalat din ang mga basura
dito.
Dahil dito, inilulunsad ng bagong punong-guro ng paaralang San Luis ang
proyektong “Operasyon: Alis Sakit!”
Bilang pangulo ng kanilang pangkat, pinulong ni Genie ang kanyang mga kamag-aral. Pinag-usapan nila
kung paano sila makatutulong sa “Operasyon: Alis Sakit!” ng bagong punong-guro. Nakabuo sila ng plano.
Kinabukasan, sama-samang naglinis ang mga mag-aaral, guro at dyanitor ng paaralan. Ang palikuran at silidaralan ay binomba ng gamot para mapuksa ang mga lamok at langaw sa paligid. Ang mga basura ay inilagay sa
sako at ipinahakot sa trak ng basura. Nagtanim sila ng mga puno at halaman sa paligid.
Simula noon, iniwasan na ng mga mag-aaral na magkalat ng basura. Bawat mag-aaral ay nagdala ng sapat
na plastic at doon inipon ang kanilang basura.
Sa ngayon, malinis na malinis na ang paligid. Ang mga mag-aaral ay pumapasok na sa paaralan. Wala nang
nagkakasakit sa kanila.
“Salamat sa pakikiisa ng mga mag-aaral, guro, dyanitor at mga magulang sa paaralan. Tagumpay ang ating
proyekto,” wika ng punong-guro.
Tuwang-tuwa ang lahat sa tagumpay ng kanilang proyekto.
310
Antas:
Asignatura:
ARALIN / PAKSA:
Sesyon:
KAISIPAN:
Baitang 3
Sibika at Kultura
Tungkulin at pananagutan sa pagpapanatili ng sariling kultura
Dalawang Sesyon
Bawa’t nilalang ay may tungkulin at pananagutan sa pagpapanatili ng
sariling kultura.
MGA BATAYANG KASANAYAN SA PAGKATUTO
IV A3: Natatalakay ang tungkulin at pananagutan ng mamamayan sa pagpapanatili ng sariling kultura.
IV B4: Naisasagawa ang makakayanan sa pagpapanatili at pagpapaunlad ng sariling kultura.
ANTAS I – INAASAHANG BUNGA
PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa sa tungkulin at pananagutan ng mamamayan sa
pagpapanatili ng sariling kultura
KAKAILANGANING PAG-UNAWA
MAHAHALAGANG TANONG
Naipamamalas ng mag-aaral ang pag-unawa
na ang pagpapanatili ng sariling kultura ay
nakasalalay sa mga mamamayan.
1.
KAALAMAN
KASANAYAN/ KAKAYAHAN
Nauunawaan ng mga mag-aaral na . . .
Ang mag-aaral ay. . . .
Ang mabuting bata ay ginagampanan ang
tungkulin at pananagutan sa pagpapanatili ng
sariling kultura.
1. Natatalakay ang tungkulin at pananagutan
ng isang mabuting mamamayan sa
pagpapanatili ng sariling kultura.
2. Natutukoy na gampanan nang malugod ang
mga tungkulin at pananagutan sa
pagpapanatili ng kulturang Pilipino .
2.
Bakit mahalagang panatilihin ang sariling
kultura?
Paano maipakikita ng mga bata ang mga
tungkulin at pananagutan sa pagpapanatili ng
sariling kultura ?
ANTAS II - PAGTATAYA
SA ANTAS PAGGANAP
SA ANTAS NG PAG-UNAWA
Ano ang katumbas na tungkulin ng mga karapatan
sa unang hanay?
Gawin ng mga mag-aaral ang sumusunod na
pagsasanay:
Isulat ng mga mag-aaral ang sagot sa tabi ng
larawan sa ikalawang hanay. Isagawa ito hanggang
sa huling larawan sa paskilan.
Lagyan ng tsek (√) kung tama ang isinasaad ng
bawat bilang at ekis (X) kung hindi.
311
Itanong sa mga mag-aaral:
Kung tinatamasa ang mga karapatan at
ginagampanan ang mga tungkulin, mapapanatili o
mapapaunlad ba ang kulturang Pilipino? Paano?
Ipakitang muli ang mga larawan sa Appendiks.
Itanong:
May kaugnayan ba ang mga nakasaad sa larawan sa
pagpapanatili at pag-unlad ng kultura? Ipaliwanag
kung bakit at paano.
Paano tayo magkakaroon ng mapayapa at
magandang pakikipag-ugnayan kung
ginagampanan natin ang ating tungkulin?
Magbuo ng anim na pangkat. Batay sa mga sagot
ng mga bata, gumawa sila ng poster na nagpapakita
ng karapatan at pananagutan ng mga bata. Maari
nilang iguhit ang mga larawan o gumupit sa dyaryo.
1.
May katumbas na tungkulin ang bawat
karapatan.
2.
Ang pamahalaan at mamamayan ay kapwa
may tungkuling paunlarin ang kultura ng
bansa.
3.
Makatutulong sa pagpapayaman ng
kultura ang pangongopya sa gawa ng iba.
4.
Mapauunlad ang kultura sa pamamagitan
ng pagsali sa mga karapat-dapat na
samahan.
5.
Pagtulong sa pagpapapalaganap ng
kulturang Pilipino ang pagtangkilik sa
gawang Pilipino.
(Inaasahang sagot: (1) √ (2) √ (3) x (4) √ (5) x)
Gamitin ang Kraytirya sa Pagtataya para sa
Pagtataya
ANTAS III – PLANO SA PAGKATUTO
MGA PLANO SA PAGKATUTO
GG. PANIMULANG GAWAIN
Pagganyak
Itanong sa mga mag-aaral:
Ano-ano ang mga kaugalian sa paaralan at pamayanan na nagpapakita ng
kulturang Pilipino?
Isulat ang mga sagot sa pisara
HH. PANLINANG NA GAWAIN
18. Paglalahad
Ipakita sa mga mag-aaral ang mga larawan sa Apendiks:
mga batang nakikiprosesyon
mga batang nanonood ng parada sa kapiyestahan
mga batang sumasamba
batang nagbabalagtasan sa entablado (pagsasalita sa sariling wika)
Itanong sa mga mag-aaral:
312
Tungkol saan ang mga larawan?
Alin sa mga nakalarawan ang ginagawa ninyo?
Sabihin sa mga mag-aaral:
Ang mga ito ang tungkulin at pananagutan sa pagpapanatili ng sariling kultura.
19. Pagtatalakayan
Isa-isang ipaskil ang mga larawan. Sa tabi ng bawa’t larawan, isusulat ng mga mag-aaral kung ano ang
gagawin upang mapangalagaan nila ang sariling kultura ayon sa nakalarawan.
II.
PAGLALAHAT
Gabayan ang mga mag-aaral na mabuo ang sumusunod na kaisipan.
1. May mga tungkuling dapat gampanan ang bawa ’t mamamayan upang mapaunlad ang
kulturang Pilipino.
3. Tungkulin ng bawa’t isa na pangalagaan at paunlarin ang kanilang minanang kultura.
JJ. PAGLALAPAT
Sa paanong paraan nakatutulong ang mga sumusunod na tungkulin sa pagpapanatili at
pagpapaunlad ng kulturang Pilipino?
Magkaroon ng palabunutan ang tatlong pangkat ng mag -aaral upang masagot ang huling
tanong.
1.
2.
3.
Pangangalaga ng makasaysayang pook
Pakikiisa sa programa sa pagtaguyod ng kultura
Paghikayat sa kapwa sa pagsunod sa mga batas at tuntunin
Sagutin ng bawa’t pangkat ang tanong ayon sa nabunot na tungkulin.
KK. TAKDANG ARALIN
Sumulat ang mga mag-aaral ng isang maikling talata tungkol sa mga tungkuling kanilang
ginagampanan tungo sa mapayapang pakikipag-ugnayan para sa pagpapanatili o
pagpapaunlad ng kultura.
Tawagin ang sanaysay na “Mga Tungkuling Angkop sa Mapayapang Pakikipag -ugnayan
para sa Kultura”
Mga Sanggunian
Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept Paper for the
Public Education on the Rule of Law Advancement and Support (PERLAS). Manila. LIBERTAS Project.
Constitution, Art. XIV, sec. 14 and 17
Mga Kakailanganing Kagamitan
Mga larawan ng ilang karapatan at tungkulin
313
Rubrik
Kraytirya
Kraytirya sa Pagtataya
Napakagaling
Magaling
(10 pts)
(7-9 pts)
Katamtama
n ang Galing
(4-6 pts)
Mahina
(0-3 pts)
1.
Ang poster ay nagpapakita ng
karapatan at pananagutan ng mga
bata.
2. Ang mga larawan ay angkop sa tema
ng poster.
3. Inilalarawan ng poster and mga sagot
ng mag-aaral sa talakayan tungkol sa
pagkakaroon ng mapayapa at
magandang pakikipag-ugnayan
kung ginagampanan natin ang
ating tungkulin at kung tinatamasa
natin ang ating mga karapatan.
4. Sa kabuuan, maganda at nakatatawag
pansin ang poster.
Kalahatan
Marka
314
APENDIKS
Section 11. The State values the dignity of every human person and guarantees full respect for human rights.
THE 1987 CONSTITUTION
OF THE
REPUBLIC OF THE PHILIPPINES
ARTICLE XIV
EDUCATION, SCIENCE AND TECHNOLOGY, ARTS,
CULTURE AND SPORTS
ARTS AND CULTURE
Section 14. The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino national culture
based on the principle of unity in diversity in a climate of free artistic and intellectual expression.
Section 17. The State shall recognize, respect, and protect the rights of indigenous cultural communities to
preserve and develop their cultures, traditions, and institutions. It shall consider these rights in the formulation of
national plans and policies.
REPUBLIC ACT NO. 8371
AN ACT TO RECOGNIZE, PROTECT AND PROMOTE THE RIGHTS OF INDIGENOUS CULTURAL
COMMUNITIES/INDIGENOUS PEOPLE, CREATING A NATIONAL COMMISSION OF INDIGENOUS PEOPLE,
ESTABLISHING IMPLEMENTING MECHANISMS, APPROPRIATING FUNDS THEREFOR, AND FOR OTHER PURPOSES.
CHAPTER l
GENERAL PROVISIONS
Section 1. Short Title.- This Act shall be known as "The Indigenous Peoples Rights Act of 1997."
Sec. 2. Declaration of State Policies.- The State shall recognize and promote all the rights of Indigenous Cultural
Communities/Indigenous Peoples (ICCs/IPs) hereunder enumerated within the framework of the Constitution:
a) The State shall recognize and promote the rights of ICCs/IPs within the framework of national unity and
development;
b)The State shall protect the rights of ICCs/IPs to their ancestral domains to ensure their economic, social and
cultural well being and shall recognize the applicability of customary laws governing property rights or relations in
determining the ownership and extent of ancestral domain;
c) The State shall recognize, respect and protect the rights of ICCs/IPs to preserve and develop their cultures,
traditions and institutions. It shall consider these rights in the formulation of national laws and policies;
d) The State shall guarantee that members of the ICCs/IPs regardless of sex, shall equally enjoy the full measure of
human rights and freedoms without distinctions or discriminations;
315
e) The State shall take measures, with the participation of the ICCs/IPs concerned, to protect their rights and
guarantee respect for their cultural integrity, and to ensure that members of the ICCs/IPs benefit on an equal
footing from the rights and opportunities which national laws and regulations grant to other members of the
population and
f) The State recognizes its obligations to respond to the strong expression of the ICCs/IPs for cultural integrity by
assuring maximum ICC/IP participation in the direction of education, health, as well as other services of ICCs/IPs, in
order to render such services more responsive to the needs and desires of these communities.
Towards these ends, the State shall institute and establish the necessary mechanisms to enforce and guarantee
the realization of these rights, taking into consideration their customs, traditions, values, beliefs, their rights to
their ancestral domains.
316
APENDIKS
Mga Batang Nakikiprosesyon
317
Mga Batang Nanonood ng Parada sa Kapiyestahan
318
Mga Batang Sumasamba
319
Nagbabalagtasan sa Entablado
320
Antas:
Asignatura:
ARALIN / PAKSA:
Sesyon:
KAISIPAN:
Baitang 4
HEKASI
Mabuting Pagbabago, Isulong Mo
Dalawa
Tungkulin ng estado na mapabuti ang pangkalahatang kapakanan ng
mga mamamayan
MGA BATAYANG KASANAYAN SA PAGKATUTO
III C 5.2 Mga Pagbabagong Naganap sa kulturang Pilipino dahilan sa pagsakop ng Estados Unidos.
ANTAS I – INAASAHANG BUNGA
PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa sa ilang mga batas na ipinatupad ng mga Amerikanong mananakop na
pinagtibay ng ating Saligang Batas at ipinaiiral hanggang ngayon
KAKAILANGANING PAG-UNAWA
MAHAHALAGANG TANONG
Naipamamalas ng mag-aaral ang pagunawa
sa ilang batas na namana natin sa
Amerikanong mananakop
1.
KAALAMAN
KASANAYAN/ KAKAYAHAN
Nauunawaan ng mga mag-aaral na . . .
Ang mag-aaral ay. . . .
1.
1.
2.
May mga mabubuti at dimabubuting epekto sa Pilipinong
pamumuhay ang Amerikanong
mananakop
May ilang batas na ipinairal ng
Amerikanong mananakop na
pinagtibay ng ating Saligang Batas at
ipinaiiral hanggang ngayon
2.
2.
3.
Bakit pinagtibay ng ating Saligang Batas at ipinaiiral hanggang
ngayon ang ilang batas na ipinairal ng Amerikanong mananakop
Paano nabago ng Amerikanong mananakop ang ilang aspeto ng
Pilipinong pamumuhay ?
Naiisa-isa ang mga pagbabagong naganap sa kulturang Pilipino na
dulot ng pagsakop ng Estados Unidos
Naitatala ang mga halimbawa ng mga mabubuti at di mabubuting
pagbabago
Naipaliliwanag kung paano umiiral ang mga pagbabagong ito
hanggang sa kasalukuyan
321
ANTAS II - PAGTATAYA
SA ANTAS PAGGANAP
SA ANTAS NG PAG-UNAWA
Ang mga batas na ipinatupad ng mga
Amerikano sa ating bansa na
ipinatutupad pa rin sa ating bansa sa
pamamagitan ng pagtibay nito sa
ating Saligang Batas hanggang
ngayon ay:
Gawin ng mga mag-aaral ang sumusunod na pagsasanay:
Isulat ang mga pagbabago sa pamumuhay ng mga Pilipino na naganap nang
sakupin ng Amerikano ang Pilipinas sa naaangkop na kolum ng mga
larawan sa ibaba.
Pagbabago sa:
1. Ang pagiging demokratikong
republika ng Pilipinas (Art. II, sec. 1)
2. Karapatang bumoto (Art. V, sec.
1)
3. Libreng pagpapaaral sa
pambulikong paaralang elementary
at hayskul (Art. XIV, sec. 2 (2)
A.
B.
C.
D.
E.
F.
Relihiyong protestante
Kalayaan sa pagboto
Kalayaan sa pagpapahayag ng damdamin
Paggamit ng Wikang Ingles
Demokratikong Pamahalaan
Kalinisan at kaayusan ng paligid
Magbuo ng tatlong pangkat. Ang
bawat isa ay bibigyan ng isa sa mga
batas na nabanggit. Gagawa sila ng
poster na nagpapakita kung paano
pinaiiral ng ating bansa ang naturang
batas. Isulat ang batas sa poster at
lagyan ito ng mga guhit o larawan.
Edukasyon
Gamitin ang Kraytirya sa Pagtataya
para sa Pagtataya
Pagboto
Larangan
Pagbabago
Pamahalaan
Kalusugan/Kapaligiran
Libangan at Kaugalian
Relihiyon
322
ANTAS III – PLANO SA PAGKATUTO
LL. PANIMULANG GAWAIN
Pagganyak
Buuin ng mga mag-aaral ang palaisipan sa ibaba gamit ang. Isulat ang nawawalang titik sa tamang kahon upang
mabuo ang bawat salita.
(Inaasahang natalakay na ang mga ito sa mga nakaraang aral)
R
E
B
U
C
K
N
O
B
A
S
O
R
N
M
S
A
M
R
O
O
L
T
I
N
L
A
Gabay:
Pababa
1. Namuno sa pagbuo ng sariling Saligang Batas
Pahalang
1. Lugar kung saan nakatayo ang simbahan ng Barasoain
2. Pinasinayaan ang komonwelt sa buwan na ito
2. Simbahan sa Malolos
3. Pinagtibay ng Pebrero 8, 1935
3. Pangalawang Pangulo ng Komonwelt
4. Pangalan ng Pangulo ng Komonwelt
4. Buwan ng pagkalagda ng Tydings McDuffie Law
5. Ang sumakop sa Pilipinas ng 40 taon
5. Pangulo ng Estados Unidos noong 1934
MM.
PANLINANG NA GAWAIN
20. Paglalahad
Sabihin sa mga mag-aaral:
Nang sakupin ng Estados Unidos ang Pilipinas, hindi naiwasang maging bahagi ng pamumuhay ng
mga Pilipino ang kulturang Amerikano.
323
Magbuo ng apat na pangkat. Ipakita ang mga larawan na nagpapakita ng ilang pagbabago sa pamumuhay ng mga
Pilipino:
Pastor na
nangangaral
(Protestante)
Mga taong
bumoboto
Mga mag-aaral sa isang
silid-aralan
Nars at doctor na may
pasyenteng bata mag-aaral
Magbigay ang mga mag-aaral ng ilang pangungusap tungkol sa mga larawan. Itala ito sa pisara.
21. Pagtatalakayan
Talakayin ang mga sumusunod:
Ano ang ipinahihiwatig ng bawat larawan?
Ano ang ginagawa ng mga tao sa larawan?
Anong okasyon o gawain ang ipinahihiwatig ng bawat larawan?
Anong bansa ang nagdala sa atin ng mga bagay o gawaing nasa larawan?
Ano-anong mga pagbabago sa ating pamumuhay ang epekto ng pagsakop ng mga Amerikano?
Gamiting ang Talaan sa ibaba:
Alam
____________________
____________________
____________________
____________________
____________________
Nais Malaman
____________________
____________________
____________________
____________________
____________________
Nalaman
_____________________
_____________________
_____________________
_____________________
_____________________
Talakayin ang mga sagot. Pagkatapos ay basahin ng mga mag-aaral ang mga talatang Ang Mga Amerikano (tingnan
sa Apendiks) tungkol sa mga pagbabago sa iba’t-ibang larangan ng buhay ng Pilipino.
Sa pisara, magsulat ang mga mag-aaral ng mga tanong tungkol sa babasahin. Pagkatapos ay gamitin ang mga ito sa
pagtatalakayan tungkol sa babasahin.
NN. PAGLALAHAT
Pangkatin ang mga mag-aaral sa anim. Gamitin nila ang graphic organizer sa ibaba upang maitala ang mga
pagbabago. Magbigay sila ng halimbawa at iulat ang mga talang nakalap.
324
Unang Pangkat
Nagtayo ng
paaralang
pampubliko
Pagbabago sa
Edukasyon
Natututo ang mga
Pilipino ng wikang
Ingles
Maraming naging
mahusay na
manunulat sa
Ingles
Ikalawang Pangkat
Itinuro ang
Demokratikong
Pamahalaan
Laban sa gutom at
paghihikahos
Laban sa takot,
pangamba at
kawalang katiwasayan
Pagbabago sa
Pamahalaan
Iginalang ang
karapatang
pantao
Kalayaan sa
pagpapahayag ng
damdamin
Kalayaan sa
pananampalataya at
pagpili ng relihiyon
Ipaliwanag ang ilan sa mga hindi magandang pagbabago sa ating pamumuhay bunga ng pagsakop ng mga
Amerikano:
1.
2.
3.
4.
5.
Nahilig tayong bumili at gumamit ng mga produktong Amerikano sa halip na produktong Pilipino
May mga Pilipinong kagawian na napalitan na ng mga banyagang kagawian katulad pagsasabi ng “Hi” or
“Hello” sa halip na pagmamano
Ang mga pagkaing Pilipino katulad ng bibingka at suman ay hindi na nakahiligan ng mga Pilipino. Sa halip
ay nahihilig ito sa pagkain ng bayagang ‘hotdog’ at ‘hamburgers’
Gumagaya tayo sa mga banyaga sa ating pananamit kahit na hindi angkop sa klima sa ating bansa.
Kung minsan, ang ating pag-iisip ay nakatuon sa pansariling kagalingan sa halip ng kagalingan ng ating
325
pamilya, komunidad o bansa.
(Ito ay halaw sa The Philippines During the American Period ni Marilyn B. Balagbag
http://www.scribd.com/doc/27594134/The-Philippines-During-the-American-Period
Maaaring i-download ng mga guro ang Power Point presentation at ipakita sa mga mag-aaral. Ito ay nasa wikang
Ingles)
Hikayating magbigay ng kuro-kuro ang mga magaaral hinggil sa mga naturang hindi magandang pagbabago sa ating
pamumuhay bunga ng pagsakop ng mga Amerikano. Maaari din silang magbigay ng iba pang halimbawa.
OO. PAGLALAPAT
Gabayan ang mga mag-aaral upang makabuo ng kaisipan tungkol sa pagbabagong dulot ng pananakop. Gamitin
ang mga tanong sa ibaba:
Nakabubuti ba sa Pilipinas at mga mamamayan nito ang mga pagbabago na dulot ng mga Amerikano? Sa
paanong paraan?
PP. TAKDANG ARALIN
Gumupit ng larawan na nagpapakita ng mga banyagang impluwensiya sa Pilipinong pamumuhay. Ilagay ito sa bond
paper at isulat ang inyong paliwanag kung paano nito nabago ang Pilipinong pamumuhay.
Mga Sanggunian
Anda, M., Battad, T., Capina, E. Golloso, R., Dimayuga, T., Menardo, O. Milambiling, R., 1995. mga
Amerikano. Sibika at Kultura 3 Pilipinas Bansang Marangal. Quezon City: Vibal Publishing House
Inc. pp. 128 to 130
Ruiz-Dimalanta, R. and Datinguinoo, A. 2004. The Rule of Law in the Philippines, A Concept Paper for the
Public Education on the Rule of Law Advancement and Support (PERLAS) Manila. LIBERTAS Project.
Constitution, Preamble; Art. II, sec. 1; Art. V, sec. 1; Art. XIV, sec. 2 (2)
PELC III c.5.2 dd.
De Lara, R. _____. Ang Mayamang Pilipinas __________ p.187-189
Mga Kakailanganing Kagamitan
Mga larawan, mga plaskard, mga istrip ng kartolina, graphic organizer
326
Rubrik
Kraytiya
Kraytiya sa Pagtataya
Napakagaling
Magaling
(10 pts)
(7-9 pts)
Katamtaman
ang Galing
(4-6 pts)
Mahina
(0-3 pts)
31. Ang poster ay nagsasaad ng isang
batas na ipinairal ng mga
Amerikanong mananakop
32. Ang poster ay nagpapakita kung
paano ipinaiiral sa ating bansa ang
naturang batas
33. Malinaw ang pagkakasulat ng batas
34. Angkop ang mga guhit o larawan
Kalahatan
Marka
327
APENDIKS
Ang Mga Amerikano
(Hango sa orihinal)
Dumating ang mga Amerikano pagkatapos ng mahigit na tatlong dantaong pananakop ng mga [Kastila] Tinulungan
nila ang mga Pilipino sa pakikipaglaban sa mga [Kastila]. Natalo ang mga [Kastila], ngunit sinakop naman ng mga
Amerikano ang Pilipinas.
Nagmula sa Estados Unidos ang mga Amerikano. Ma[pu]puti at ma[ta]tangkad ang mga Amerikanong
dumating noon sa Pilipinas. Ma[ta]tangos ang kanilang ilong. May mga Amerikano na kulay kape ang buhok.
Mayroong kulay itim, malaginto at mamula-mula.
Mayroon ding mga Amerikanong itim na dumating sa bansa. Matangkad sila at malapad ang kanilang
ilong. Makapal ang kanilang labi. Marami sa kanila ang kulot na kulot ang buhok. . . .
Mga Impluwensyang Amerikano
Nanatili ang mga Amerikano sa ating bansa nang mahigit sa apatnapung taon. Nagbukas sila ng mga paaralang
publiko. Tinuruan nila ang mga Pilipino na bumasa, sumulat at magsalita ng wikang Ingles. Higit na maraming mga
Pilipino ang nakapasok sa paaralan. Isinama rin nila ang Edukasyong Pampalakasan sa mga asignatura.
Natutunan ng mga Pilipino ang kahulugan ng demokrasya. Binigyan-diin nila ang mga karapatan at
tungkulin ng bawat mamamayan. Natuto tayong bumoto at malayang magpahayag ng nasasaloob. Sa mga
Amerikano lalong nalinang ang pagpapahalaga sa trabaho at ang matalino at wastong paggamit ng ating panahon.
Ipinakilala ng mga Amerikano ang relihiyong Prostestante sa mga Pilipino. Gayunpaman, nanatiling
Katoliko ang karamihan sa atin.
Sa larangan ng mga libangan, natuto tayong manood ng sine at makinig sa radio. Ilan sa mga larong
natutuhan natin sa kanila ay ang basketball, bowling, volleyball, softball at tennis. Sa musika naman, naturuan
tayong magpahalaga sa mga rock and roll at awiting Ingles, maaliw ng mga konsyerto at magdaos ng mga parada.
Nabago rin ang ating pananamit. Nagsuot ang mga lalaki ng sando at polo. Gayundin ang mga babae.
Gumagamit na tayo ng mga sapatos na may mataas na takong at mga bestidang may estilong kanluranin.
Sa mga Amerikano rin tayo nasanay ng mga pagkaing tulad ng sandwich, hamburger, hotdog at beef
steak. Ang pag-inom ng alak at softdrink ay natutuhan din natin sa kanila.
(Source: Sibika at Kultura 3 Pilipinas Bansang Marangal. Menardo O. Anda, M., Battad, T., Golloso, R., Dimayuga,
T., Milambiling, R., Capina, E. 1995. Quezon City: Vibal Publication. pp. 128 to 130.)
328
Mga Larawan
Pastor na Nagmimisa
329
Mga taong bumoboto
330
Mga Mag-aaral sa Isang Silid-aralan
331
Doctor na may Pasyenteng Bata
332
Mga taong nagpupulong
333
334